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Marc My Words: Back to School—Asking Schools About Learning Technology
It’s that time again, when the kiddies all go back to school andparents wonder what exactly is going on there. So we ought to take an interest,at least once a year, in how what we do is implemented in that massive industrycalled public education.
This year, let’s focus on what to ask about the implementation oflearning technology in the schools. You’d have to have been on the moon for thepast decade not to notice the infusion of computing technology in K-12education. It’s clear we’re not in the world of filmstrips anymore.
Twelve questions to ask
As professionals in the learning technology field—and as parents and/ormembers of the community—we can influence how schools apply technology toeducation. Here are twelve questions you can ask to get started. See how well teachers,administrators, and the school board itself answer these questions. Are theresponses well-informed or do the questions make those who have to answer themsquirm and stumble a little too much?
Does everyone have access? What good isit if only some kids, or some teachers, have access to technology? Certainly,the rollout of technology has to be managed carefully, but if it looks like therewill be “haves” and “have-nots,” the program is in trouble.
Does the technology work? Schooldistricts might invest in technology—hardware and software—that underperformsor doesn’t work at all (Los Angeles example). This goes directly to the competence of the district’sleadership, technology team, and their partners and suppliers, as well as how wellthose vendors have been vetted and managed.
Is the technology used more foradministrative purposes than for teaching and learning? If the purpose ofgiving laptops to teachers is only for classroom management, grade reports,communication with parents, etc., you are wasting a precious resource. Thesetasks are important, of course, but they should not be the only reason fortechnology deployment.
Are the teachers and administrators trainedand supportive in the use of technology for teaching? Ask this questioncarefully. It is likely teachers will have end-user training, but do they knowhow to use it to make a difference in learning? Are they moving to technologykicking and screaming? Don’t ask teachers ifthey are using technology; ask them howthey are using it. What about administrators? They are the gatekeepers, but ifthey don’t buy in, or don’t know what to do, no one else will either. Makes allthe difference.
Are the kids really skilled? Introducingtechnology in the early grades provides opportunities not just for children tolearn how to use it, but how to use it safelyand smartly. Kids may betechnology-savvy, but do they know how to use technology to learn?
Do parents and the community buy-in? Dothey know what to do? Often overlooked, the role of parents in theeducational success of their children is well documented. Parental technologyliteracy, especially in how it will help their kids learn, is important enoughto ask the school district how they plan to support parents in this area.
Is technology appropriately integrated intothe instruction and the curriculum? This goes beyond teacher training, tocurriculum design. Is the technology simply replacing pen and paper, or does itfundamentally change the way the class is structured? Does the design of theclass play to the technology’s strengths as a learning tool?
Does the technology link to resourcesbeyond courses? Bringing in library resources, the web (with propermonitoring), community resources, etc., expands learning opportunities. Librariansknow how to do this; use them.
Are appropriate safeguards in place? Weall know the web can be a rich learning resource and, at the same time, adangerous place for children. Ask your school district how they will manage thefuzzy line between valid and invalid resources.
What is being done about personaltechnology? Today, most kids have their own smartphone and computer. Canthey use them? Ask what is being done around “Bring Your Own Device”initiatives.
How do you know the learning technology ismaking a difference? Yes, increasing efficiency and cost-effectiveness of schoolingis important, especially to taxpayers. So an economic business case is clearlynecessary. But if technology does not foster improved learning, if there are noeducational gains from the technology, why are you doing it? Asking aboutevaluation strategies, plans, policies, and capabilities is key.
How will learning technology change theschools? What happens when learning can take place anytime and anywhere? Doall students learn at the same pace, and, if not, do the same 50-minute periodsfor every course still make sense? Does everyone have to go to school at thesame time and for the same amount of days or years? Ask these paradigm-shiftingquestions and see if school leaders have thought clearly about these issues (unfortunately,probably not).
Schools are investing millions in learning technology, as they probablyshould. How they use this technology makes a world of difference. Districtslove to show off shiny new technology to parents and voters. Make sure theyhave something meaningful to show besides fancy bells and whistles.
Bonus:for a provocative article on whether or not learning technology helps theneediest schools, click here. Warning: You might not like what you read.
