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Planning For Technology
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In the past, technology was often thrust into classrooms with little or no planning as to how it should be used and maintained. Now it is increasingly important not to neglect this human factor. Teachers do teach, but first they must learn. And as any good teacher will tell you, learning also requires planning.
Nowhere is planning more important than in the use of technology. Wiring up buildings and throwing computers into classrooms just won't cut it. But where to start?
The key is a district-wide technology plan. This task has traditionally been initiated by local staff members, usually teachers, who had a vision. They were often self-taught, and what they lacked in specific training, they made up for in sheer determination. But they were usually limited to one building, and were either under- funded or over-worked, and often both. These were the pioneers.
As time passed, these folks frequently dropped by the wayside for various reasons. But often, they whetted the appetites of the rest of us. A need had been shown to exist and administrators sometimes moved forward to the next step. Unfortunately, in many cases, they did not, and a brilliant star of enthusiasm became nothing more than the proverbial "flash in the pan."
Now, with a new century just beyond the horizon and with resources becoming tighter, how do we keep those embers glowing? Instructional technology can do a great deal towards preparing our kids for the future. But without proper planning, good intentions can quickly sour. This is where your Education Service District can assist.
Districts and schools are no longer islands of learning. Even in the most remote parts of the state, it becomes increasingly important to communicate effectively. This is, of course, a mirror of society as a whole. With the vast influx of new communications technology, the sharing of ideas and information becomes essential.
All Education Service Districts in Oregon offer a support system of resources for their client districts. ESDs have the potential to provide the means to share ideas, in many cases, they may assist in the planning process.
A great example is the Capitol-NET project initiated in Marion, (now with Polk ESD, Willamette ESD) ESD. A comprehensive technology plan covering the details of the Capitol-NET proposal was commissioned, that went a long way towards helping the client districts in Marion county get their own plans written. To date, close to 50% of the districts are working on plans or have them in place. This may be expanded to Polk county in fiscal '97.
If a pioneering teacher in one remote school comes up with an innovative way to facilitate the learning process, why not share those ideas with other districts? With the appropriate technology in place, this becomes quite easy. It's the "getting in place" that can be the hard part. ESDs can help this process too. Here, at the OPEN Instructional Technology Clearinghouse, we will be contacting ESDs one by one to identify those individuals who can assist in planning for the use of technology.
By working with the Oregon Department of Education, (ODE), as well as other groups such as Oregon NetYear '97 and the Oregon Public Education Network, (OPEN), we are building an Internet-based database of contacts, resources and opportunities that will assist schools statewide.
Additionally, over the past two months, a team from ODE has been putting together a statewide Educational Technology Plan that should be approved by the time you read this.
From this plan, they hope to expedite the awarding of a Federal "Technology Literacy Challenge Fund" grant. These moneys will be awarded to the ODE for distribution to local education agencies, (LEAs) with four clear goals in mind:
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Grants to LEAs, or to consortia of LEAs, will be awarded on a competitive basis and will be of sufficient size, scope, and quality to carry out the goals. However, to be considered for selection, applicants must have a strategic three-to-five-year technology plan that must be coordinated with a Consolidated District Improvement Plan.
In plain English, school districts will need to have viable technology plans in place to receive these dollars. Those without such plans are urged to work closely with their local ESDs to create plans, or to form consortia with them.
These funds have the potential to contribute a great deal towards assisting Oregon teachers and learners, but the message is clear: careful and comprehensive planning is essential, as is close cooperation and coordination with your Education Service District.
