15% of the 21st Century is almost over and the headline Before Buying Classroom Technology, Asking ‘Why?’ by Ross Brenneman is in Education Week.
This is one of the most popular stories of the week, July 18, 2014.
Not why is this story popular, but why is there even a question as to question why schools should buy technology?
Certainly, the headline is never the whole story, but the why in the question posed is misleading or frustrating.
Any educational purchase, capital or operating, should always begin with the question “why?”, yet the impression the article makes is that there are administrators who, in an attempt to personalize learning for students, are purchasing technology without having a plan or vision.
Consider first that the word in question-technology- is defined as:
“the practical application of knowledge especially in a particular area; capability given by the practical application of knowledge of science in industry, engineering, etc., to invent useful things or to solve problems” (Merriam-Webster).
Ironic, then, that the impression the article makes is that technology is causing administrators more problems than solving them.
The article cites Allison Powell, vice president for new learning models at the International Association for K-12 Online Learning, or iNACOL, who recounts that some administrators are saying, ‘I bought all this technology, now what?’:
“They’re buying the technology without thinking through what their specific learning goals and outcomes are, and technology might not be the right tool for that.”(Powell)
Such characterizations do not inspire confidence in leadership for learning in the 21st Century. A look at the comment section that followed the article echoes similar frustrations :
Good grief!!! I have been involved with instructional technology as a teacher, a librarian, an administrator, and in higher education since the early 1990s – and there STILL has to be an article/debate/controversy how to best integrate technological advances in our nation’s classrooms?!ALlen Educator
“Why?” is a good question. However, there’s also “What?”, “Who?”, and “How?” (Assuming “where” is your school and “when” is ASAP.)-Tad Douce
This general portrayal of hapless administrators is not helpful to education, especially when just a few reasons to incorporate technology are obvious:
-standardized testing is now done, or will be done, digitally;
-data and data analysis to improve instruction uses technology;
-achieving college readiness (research) means students will use technology;
-career readiness (business) means students will use technology;
-communicating (in real time) with all stakeholders is education requires technology.
There are more, but these obvious reasons are just a few that could guide administrators to shape a vision as they invest in technology as they would any other educational purchase to prepare students for the future. The answers to the question “why” therefore, are generally understood. Instead, the question “how will this technology be used” should be foremost in any administrator’s design for the future.
Furthermore, how will any administrator’s vision or design for the future be shaped and reshaped depends on developments in technology; technology is not a one time purchase. There will be many iterations of technology, hardware and software, used in classrooms tomorrow (…. and tomorrow and tomorrow). Above all, in meeting these iterations, an administrator’s vision or design must include ongoing training for educators.
To be fair, Education Week’s article centered on the use of technology in the delivery of personalized learning. In the end, Brennerman points out that the 21st Century is no different than any other century, that “personalized learning can be implemented without technology.” Yet, the headline says nothing about this message. Rather, the impression left is that there are many visionless administrators asking “why?”as if technology is a fad.
Administrators must work to correct the general impression made by the “why” in this headline. With 85% of the 21st Century ahead, the question should be “how will” their vision continue to shape the role of technology in education’s future.