As an IT professional AND a member of a School Board, I know that
technology needs to be used where it enhances education (or business, or
science) and not just because it's neat to play with the bells and whistles.
We need to start helping the teaching and administrative staff find a
way to make the legislators and bean counters understand that education
is about TEACHING THE STUDENTS. The accountability is best determined
when a student can use technology without having to think about it.
It's not determined by the size or scope of the plan, or the number of
dots a bored student can draw on a test.
So, listserv, how do we collaborate in a way to make the tech plans
something that will work for the teachers, administrators, and STUDENTS?
Vince Rossano wrote:
>>>> On 10/25/2006 at 5:43:43 am, [log in to unmask] wrote:
>> does anyone REALLY read them?
>> . . . . . . . . .
>> I know I am just saying what some of you are thinking anyway.
> Actually, that isn't correct. ALL of us are thinking that.
> The problem is, we want information technology to be universally
> accepted as an integral component of contemporary education. And what
> are two of the most pervasive features of contemporary education? Data
> that no one uses and plans that no one follows. We're just keeping up
> with the rest of the ed establishment.
> I think it started with Act 264 and the behavioralists that took
> control of the Consulting Teacher program. They drove the "scientific"
> approach to education. And what do scientists need? Quantifiable data.
> The data started to flow; soon it became an overwhelming flood. On the
> heels of that movement came the business people. They demanded that
> schools be run like businesses. And what do businesses need? A
> business plan. So we started "reforming" education with plans and
> initiatives and data. Accountability! Even though many educators
> realized it didn't amount to a hill of beans, we wanted respect, we
> wanted to be taken seriously by the folks in the "real" world - and we
> wanted our budgets to pass - so we started pretending we were scientists
> and business people instead of lowly educators.
> It's become a commonplace that educators now spend more time planning
> and assessing than they do teaching (regardless of the value of those
> plans and assessments). Why should technology educators be any
> different? Get with the program, guys!