March 2002
Washington, D.C. -- As spring approaches, many school district
administrators are preparing next year's budget in the midst of
uncertainty.
The Elementary and Secondary Education Act reauthorization
(www.ed.gov/offices/OESE/esea/index.html) includes major changes
in how funding is allocated to states
and districts, and the implementation of the new policies has
not yet been determined. With overall expenditures on the rise
and a significant commitment to technology in schools, the
dip in the economy puts pressure on schools to continue existing
programs and meet new requirements.
Technology Spending
In 2000-01, U.S. schools spent $336 billion educating children
with $7 billion going toward technology spending. This investment
signifies
a major commitment in schools to technology in learning. Jeanne
Hayes, President and CEO of Quality Education Data (QED, www.qeddata.com),
believes that funding for technology in schools has matured from
buying technology with special funds to making technology an integral
part of learning expenses. In 2000-01, 74% of technology came from
regular funds rather than extraordinary funds or other sources.
Changes in the National Priorities
According to John Bailey, the newly appointed Director of Technology
for the U.S. Department of Education, changes to the Elementary
and Secondary Education Act show a strong commitment to education
technology,
but reflected differently. Rather than support projects targeting
technology purchases, the new act identifies educational goals
and allows school districts to determine whether to use program
funding
for the purchase of technology or other methods.
Opportunity Knocks
The changes in federal policy include consolidation of programs,
flexibility and transferability, and local control. Depending on
how the department of education implements the new rules, the choices
states make with regard to distribution of funds, and school district
priorities, the result could be either more or less funding spent
on technology.
For example, a school may choose to adopt a technology-infused
reading program and apply for funds to support reading, professional
development
and combine them with Title I funds to purchase equipment, software,
and teacher training in support of reading. Another school may
decide that smaller class sizes and reading specialists will have
more impact
and combine their funds to support these initiatives instead. They
both respond to the new administration's focus on reading -- one
using technology and the other applying human resources to the
problem.
A Smaller Pie to Slice
Most school districts also face budget shortfalls due to the sluggish
economy. The lack of funds could put a damper on state-wide initiatives
such as the California Digital Schools and the Maine laptop programs,
according to Sara Fitzgerald, Vice President of Communications
at Funds for Learning, an educational technology consulting firm
(www.fundsforlearning.com).
She believes that the effect on local programs will be mixed. School
districts may cut technology support and professional development
to meet their budgets, which will hurt the integration of purchased
technology. Districts considering new technology projects may put
them on the back burner to focus on more traditional strategies
to raise test scores and improve reading.
Fitzgerald predicts that forward-thinking districts will retain
their technology focus because they recognize the value of it.
She said: "I
spoke to one district superintendent who told me he can't go back
to teaching the old-fashioned way. The world has changed and the
kids won't put up with it. They will turn off of school and drop
out."
Narrow the Focus
"
At a time of less optimism, people tend to be more conservative," said
Hayes. "Even last spring, technology directors responding
to our survey said that they did not plan to increase their spending
on technology. They will pursue niche solutions. They will look
for
the most cost effective options."
She cites the rapid adoption of wireless technology as evidence
of this. QED found that 22% of schools now have some type of wireless
connectivity to support their classrooms. Wireless LANs reduce
the
number of hard-wired network drops needed in a classroom and allow
flexibility to move assets such as laptop carts into classrooms
when needed.
Tools for Planning
District administrators and technology coordinators need real numbers
to convince board members to support technical solutions. A few
resources have recently come online:
In November 2001, QED launched the National Technology Assessment
Tool (http://survey.qeddata.com). In about two minutes, a school
can create a technology profile to compare with other schools in
the state or nationally. As more schools enter their profiles,
the knowledge base grows and comparison data improves.
On February 28, 2002, the Institute for the Advancement of Emerging
Technologies in Education (IAETE) unveiled the K-12 TCO Calculator
(www.iaete.org/tco/) to use in technology planning and assessment.
The calculator provides a comprehensive review of all factors associated
with total cost of ownership including facility impact, electrical
requirements, support staff, and product life.
On the NetDayCompass web site, Grants & Funding (www.netdaycompass.org/categories.cfm?category_id=3)
features links to grant applications, grant writing support, and
other resources. The Infrastructure section (www.netdaycompass.org/categories.cfm?instance_id=1521&category_id=2)
includes tools for measuring Total Cost of Ownership of technology.
Growing Pains
The changes in policy and funding suggest a fundamental shift
for everyone involved in educational technology. The focus and
measure
of success has evolved from a simple count of wires and computers
to a more complicated measure of impact on student learning and
school effectiveness. Perhaps the success of the past in achieving
such
ambitious connectivity goals indicates a promise for the future
to make technology a transparent part of learning and budgets. |