February 2003
Irvine, California -- Internet access has become standard in almost
every school in the country, according to the latest data from
the National Center for Education Statistics. Ninety-nine percent
of public schools in the U.S. and 87 percent of instructional
rooms have Internet connectivity. The ratio of students to
instructional computers with Internet access has reached 5.4 to
1. The infrastructure
has arrived, but the transformation has only just begun for
the teachers who find it in their classrooms.
"
The networking capacity of the technology breaks down the isolation
of the classroom teacher," says Tom Carroll, Executive Director
of the National Commission on Teaching and America's Future (NCTAF). "We
had solo teachers practicing in isolation. Now with networked learning
activities they can collaborate and draw on each other to strengthen
their instruction and the resources available to students."
Once progress was measured in drops and devices, now educational
organizations are talking about data-driven decision making and
measuring student outcomes. During the 1980s, businesses adopted
computing
and networking technology to transform business. Economists still
argue whether it had a meaningful impact on productivity. It
seems that measuring the impact of technology in education will
be just
as challenging.
Streamlining Non-teaching Duties
The first place to look for change is in the paperwork that every
teacher must manage: student records, gradebooks, reports, assignments,
handouts, and communications with parents.
"Of course computing and telecommunications makes teachers
more productive," said
Cheryl Williams, Vice President, Education, Corporation for
Public Broadcasting. "It seems to me that these folks are
professionals with advanced degrees asked to do a lot of secretarial
work. Every
other business we're in, whether public service or for profit
business, uses information technology."
Many of the tools used to manage this information -- whether
simple spreadsheets or commercial programs designed for education
-- require
an investment of time at the beginning to learn new programs,
customize them, and enter most of the information for the first
time. But once
a teacher or school is over the initial hurdle, they can maintain
the information with simple, regular updates.
The More You Know
Businesses found that new applications and communications technologies
increased the amount of data available for analysis and the
complexity of decision making. When teachers spend less time
entering numbers
and calculating grades, they have more time for quality interactions
with students, parents, colleagues, and peers. But productivity
is much harder to measure in terms of actual teaching time.
"If they [teachers] spend more time with a student, does that make
them less productive?" asks Williams. "What is
it that we expect teachers to do? What do we expect students
to learn?
What about remote students? Teachers say they spend more
time with students
online. Does it make them better? It is an active relationship
important to contextualize and motivate learners."
Many organizations have addressed these questions and begun
to formulate guidelines, standards, and suggestions to assist
administrators
with
planning and teachers with professional development. The
CEO Forum STaR charts provide assessment and evaluation tools
to
measure
progress. The ISTE National Educational Technology Standards
(NETS) project
has taken the wisdom of many practitioners to craft guidelines.
According to Williams: "It gives teachers and students
touchstones for what you need to know to have a more exploratory
or constructivist
learning environment."
Change Is Apparent
While technology may not have a measurable impact on teacher
productivity, it does have the power to change roles and
relationships in the classroom.
"The traditional role of teachers was information transmission,
structuring learning for students and transferring knowledge to
student," said
Carroll. "Technology redefined that role, not making
the role more efficient or productive. It gives teachers
new capacities
as a collaborative learner, modeling learning, and their
own acquisition of knowledge with students."
The development of Learning Management Systems will support
teachers in this new role. Diagnostic tools assess students'
learning
needs and help tailor learning activities to the progress
of the individual
student. Teachers have more time to discover and explore
with students. Perhaps the measure of success will be in
the degree
of change to
the whole system rather than a simple increase or decrease
in expectations from the past.
The Bumpy Road to the Future
Some teachers and administrators embrace this change while
others resist it. The 87 percent of instructional rooms
wired for network
connectivity represent a broad range of integration. Most
leaders in education, government, and business agree that
technology
will change the education system, but there are many visions
of the future
and opportunities to define it.
"My experience says there are hurdles," says Williams. "We
still have access, maintenance, and professional development
issues... What I care about is a strong education system in
which as many
kids as possible get the education they need."
"Making schools a more professional environment may help with teacher
retention," said Carroll. He believes that teacher
retention is one of the most critical challenges facing
schools. "The
way to address it is to develop strong, small, well-focused
professional communities, enhanced by networking; prepare
new teachers well
for teaching; create a collaborative environment; and
support mentored induction so they are not in a sink
or swim situation." |