Article 8 A Technology-rich School?

Summary
The principal, Ron Tibbetts, for Henry Barnard Laboratory School in Rhonde Island documents the road traveled by his school to make it technology-rich for students and teacher candidates. The goal was to integrate technology into the daily teaching. Tibbetts states that this was not accomplished without a lot to time, planning, and effort on the part of the school. The process took several years and began by answering the question: what technology do we really need and would use on a regular basis. So that the school did not just spend money on new hardware they inventoried what they had then purchased samples and had teachers participate in pilot programs. By allowing the teachers to try the technology in the classroom first the school could make informed decisions on what technology to implement on a large scale. Then the school put together a committee to guide their efforts of increasing technology use. By the end of three years the school had made dramatic changes, by going wireless, adding teacher and student computers in all the classrooms (even the preschool), 2 carts of laptops for use, printers in every room, document projectors, flip cameras, two sets of I-clickers, and a technology classroom open to student use. During the acquisition of all this new technology the school began professional development trainings and added support by an on campus technology teacher, to provide hands-on assistance. With all the new technology, problems were of concern but the school looked at it as a way to create new solutions. Tibbetts admits that this may not be a rich environment because of the fact that technology changes rapidly but is committed to finding the best uses applicable to classroom that will improve teaching and further students achievement.

Review
I absolutely love how this school had a thoughtful plan to expand the technology use in their classrooms and that teacher candidates were able to use this in their courses and practical experiences with students. The process of allowing teachers to try-out the technology was a critical step that I think many districts leave out. By skipping this important step it forces teachers to use technology that they have no pedagogical connection to. I have heard many teachers lament over administrations forcing the use of a districts newest technology purchases. Also, the implementation of professional development is crucial. I think many schools buy technology and just leave teachers to learn it and use it on their own. That's where the negative attitudes of many come from. Teachers have enough responsibilities and I do not think that they can be expected to be experts in so many different areas. Having the support of a technology specialist and training is key to classroom integration. With these support systems teachers are more able to use technology to enhance their teaching and student achievement.

Tibbetts, R. (2009). ARTICLE: a technology-rich school?. Technology & Children, 14(1), 4-6. Retrieved from Academic Search Complete database.