Supporting Resources

Overview

Once hardware, professional development, and connectivity are in place, it's the careful consideration of cost, acquisition, and use of supporting resources that can boost a technology plan from adequate to highly effective. Working together, technology and curriculum coordinators are in the best position to investigate what sorts of supporting resources are available, and more importantly, to articulate a plan for how those resources will enrich curriculum and impact student achievement.

Strategies for Addressing Local Technology Applications and Plans

Technology Means More Than Access to Computers

While access to hardware, peripherals (digital cameras, scanners, etc.), and Internet connectivity are important basics, other key resources are necessary to ensure the effective use of such technology investments in schools. These supporting resources include publications, informational services, and known research that involve applications of technology in content area curriculum, and the professional development needed for educators to use them effectively. This thinking is drawn, in part, from a recent presentation by Richard Elmore, where he noted that "increase in school quality and performance over time requires a relentless focus on the instructional core in the context of a standards-based system" (Elmore, 2002). Technology is no exception.

It's helpful to begin by listing the technology resources and services already available at your site and then reflecting on how these resources serve the school's stated curriculum objectives and standards-based learning in general. Some of the connections will be obvious, such as when you review content-specific software titles, science probeware, and the like. But when you consider your software and peripherals that are general "tools" rather than content-specific applications, other questions arise: Are the digital cameras we own used to help students understand science concepts? How can software like Inspiration™ be used to support literacy development? Does our Internet connectivity and access provide ample opportunities for students to interact with real-time data and current information not available via textbooks? Do our teachers and students have the opportunity to pursue learning beyond what is offered in our own building or nearby institutions? Do we need to purchase more tools, applications, and services or rethink the ones we have?

Enhancing the Investment

There are a variety of resources and services that schools can and should consider when describing and justifying the support resources needed for exemplary technology integration. Consider the following:

• subscription services that provide access to current periodicals and journals for student research (e.g. ProQuest http://www.proquest.com);
• subscription resources that provide access to education research to support professional learning (e.g. EduPortal http://www.ers.org/eduP/);
• access to free and fee-based seminars that allow educators to access colleagues and content beyond their geographic regions (e.g. ALA ICONnect Online Courses http://www.ala.org/ICONN/onlineco.html);
• memberships and partnerships in virtual K-12 schooling opportunities (http://www.dlrn.org/virtual.html);
• subscriptions to publications about technology and learning;
• district/school curriculum support staff who can model effective technology integration; and
• partnerships with community organizations that are studying and demonstrating evidence-based, technology-supported teaching and learning.

"Technology integration is a complex challenge that is not easily addressed with a single intervention."
(The Knowledge Loom, Technology Leadership Spotlight)

© 2002 Education Development Center, Inc. All rights reserved.

Permission to copy is granted for educational use.
 
 

NEIRTEC Partners:

Extended Resources

Technology Counts 2002
http://www.edweek.com/tc02/
Fifth edition of Education Week's annual 50-state educational technology report, focused on how state and district e-learning initiatives are changing the education landscape.

The Knowledge Loom: Good Models of Teaching with Technology Spotlight
http://knowledgeloom.org/gmott
Presents principles drawn from recent research and stories about the principles in action to help practitioners make informed decisions about effective technology integration.

The Eisenhower National Clearing House
http://www.enc.org/
A Web site that provides guides, tools and exemplary lessons for math and science educators.

Virtual High Schools: State of the States
http://www.cait.org/shared_resource_docs/vhs_files/vhs_study.pdf
A study of the planning and operation of virtual high schools.

Designing for Technology Integration (DTI)
http://neirtec.terc.edu
This resource provides a model example of a two-day, face-to-face institute followed by six weeks of online learning for school-based leaders in various roles.

EdTech Leaders Online® (ETLO)
http://www.edtechleaders.org/
This program provides an example of how districts can develop the capacity to offer effective online professional development from within their organizations.

References

Northeast & Islands Regional Educational Laboratory at Brown University. The Knowledge Loom:Technology Leadership Spotlight. Retrieved June 3, 2002. Available online at http://knowledgeloom.org/tech/.

Elmore, R. F. (2002). Practice for Improvement. Presentation given at the 14th Annual Northeast Superintendents' Leadership Institute, Newport, Rhode Island.