Instructional Technology Initiatives

Instructional Technology Initiatives

By Matt Gerberick

Integrating instructional technology in the classroom is not a new idea. Historically, technology has taken on many shapes, sizes, and functions. Some of you may be old enough to remember the filmstrip projector and the cassette player. When synced together (remember the beep), the blend of images and narration was a welcome reprieve from the boring ol’ textbook. Many of the tools still present in today’s classroom, things we now take for granted, we’re once new technology. As years have passed, they became ingrained with what teachers do. It’s hard to imagine a time when it was innovative to use an overhead and transparencies.

Today, technology changes much more rapidly compared to the days of the filmstrip projector and the cassette player. Now, it seems like every month there is a new “best device” or “best apps” list. It can be overwhelming to keep up, not to mention very expensive. With all of this change, what can districts do?

It can be easy to get caught up in doing what the neighboring district is doing, or being “sold” something from a savvy vendor. As districts consider investing taxpayer dollars on classroom technology, they need to consider why they want to integrate technology. The question of “why” must always be focused on cognitive, affective and psychomotor goals for students. Before districts move forward with purchasing technology, they must consider the following:

• Who will be involved in purchase process?
• Why is there a need to integrate technology?
• What instructional goals are not being met because of the lack of technology?
• How will integrating technology improve education for students?
• What is the best technology tool to address the needs? Does this need to be 1:1, or can this be achieved through classroom sets?
• Do students and teachers have the skills to effectively use technology?
• How will districts provide teachers with ongoing professional development before, during and after technology is purchased?

Considering instructional needs when answering these questions is critical to the success of an instructional technology program. Teaching and learning should always be the driving force behind these initiatives, however, districts must also consider the following:

• Can the current electrical system handle the desired technology?
• Can the current network infrastructure handle the increase in traffic?
• Does the district’s Acceptable Use Policy (AUP) provide accurate information about the technology to be used (hardware and software/apps)?
• What will schools do if a parent doesn’t want their child to have a device?
• Will students be able to take the devices home?
• What policies are in place to address damage or theft to student devices?
  • Loaner devices
  • Charge for damages
• What is the process for distribution and collection of devices?

Clearly, there are lost of decisions to be made before technology can be purchased and placed into student hands. Districts or individuals who are seeking answers to these questions or guidance with technology initiatives should contact Matt Gerberick for qualified support.