Adrienne Petty's
Personal
Policy Statement
The current "status" of educational computing in this country is that many
schools are not using their technology resources to the fullest. Many
schools still view technology as a separate subject matter rather than as
a tool to enhance all areas of existing curriculum. This is being shaped
and affected by the lack of technology education on the part of administrators
and faculty. I think, unfortunately, many schools jump on the technology
bandwagon without really evaluating their resources and in what ways learning
and achievement may be enhanced for students. I believe that schools
are well aware of the fact that students today are a part of the "Digital
Generation," (a term coined by the U.S. Department of Education), but they
are still unsure how to respond appropriately. I think that our educational
systems are so resistant to change, and I will take a risk and say that it
will take a whole lot more than just providing teachers with skills based
professional development days to see a positive result of technology integration.
I disagree with the idea that it is okay for teachers to allow themselves
to be intimidated by students' knowledge of technology. Yes, students
know how to use technology for entertainment and communication purposes.
However, teachers are still the experts in creating engaging learning
environments, and the use of technology for today's students is the key.
I believe the "intimidation" factor is an excuse to combat change and
a roadblock to many potentially powerful learning experiences.
Some primary issues that I believe must be addressed in relation to effective
use of computer technology in schools are schools' responses to the No Child
Left Behind Act, National Educational Technology Plan and the NETS for teachers
and students. I also believe that it is imperative that schools address
the digital divide and the ethical use of computers appropriately. Finally,
I believe there are some models that are specifically appropriate for technology
professional development activities that schools should utilize. I
will address all of these issues below:
NO CHILD LEFT BEHIND
I truly believe that the purpose of this act is pure and good. However,
I also believe the Act brings up some red flags that give schools a right
to feel concerned. I feel that this Act beats to death the importance
of product (the results), but it does not mention the process of the changes
itself. There is no provision for any guidance or compassion for the myriad
changes that are expected to happen in schools in such a short time. It
only mentions that the government will step in to help out with the process
once a school has consistently failed three years in a row. Schools
need to have a plan, and this plan must involve both administrators and faculty.
NATIONAL EDUCATIONAL TECHNOLOGY
PLAN
I feel
that this is a strong response to NCLB. This project is student focused and
is truly seeking participation from the parties directly involved. This plan
recognizes that schools are somewhat slower to change with the times, but
that it is time to step up. Teachers need to be aware that the NCLB Act and
the National Educational Technology Plan are somewhat contradictory, even
though they both come from the the U.S. Department of Education. For
example, NCLB has been put into place to support standardized testing, the
Nat'l Ed Tech plan does not appear to have this same focus. Furthermore,
the NCLB is an authoritarian document, whereas the Nat'l Ed Tech plan is
much more participative. It would be interesting to know the reasons
for these important differences.
NETS for Teachers and Students
NETS
for teachers and students have been developed to help facilitate school improvement
in the United States. I believe these are powerful guidelines that
help shape the integration of technology into classroom curriculum. NETS
is a great resource for both teachers who are getting started with technology
in their classrooms and those that would like a great evaluation tool for
their current uses of technology.
DIGITAL DIVIDE
First of all, it is important to answer the question: What is the digital
divide? Simply stated, the digital divide is the separation of the
following, both in the U.S. and in the world:
- Those that have technology and those that don't
- Those that have access to technology and those that don't
- Those that see the purpose to technology and those that don't
- Those that know how to use technology and those that don't
- Those that are commercial targets of technology and those that aren't
Schools must address the issue of the digital divide if they are to appropriately
assess their students' responses to technology integration in the classroom.
I do not believe that technology exists in schools to keep students
on the same page. I think that each individual child was created differently,
with different skills, abilities and interests. Therefore, I do not
believe that it is a schools job to teach every child the same. But,
I do believe that it is the school's job to push students to levels that
exhibit excellence and progress. Seymour Pappert said that technology
exists to make schools as we know them obsolete. I could not agree
more, but, at this point, I am not sure what that would look like. All
I know is that many schools do not embrace the differences in students; they
would rather teach them as if they are a part of a package. Technology
integration cannot thrive in an environment such as that.
Digital Divide Resources:
Digital
Divide Basics Fact Sheet
Content
and the Digital Divide: What do people want?
PBS - Digital Divide
ETHICS
Just as Internet and E-mail use on working grounds is the property of an
employer, I believe that the same is true for Internet and E-mail use within
a school. I believe that it is 100% appropriate to use filtering software
at the elementary and secondary levels. However, I do not believe this software
should be on every computer. I think that it is not too much to ask for
students at both the elementary and secondary levels to earn the trust of
their teachers. I just don't believe, mainly at the elementary level, that
schools should be making these decisions for parents. For example, some
students may have filtering software on their computers at home. It is a
contradiction that students would just wait to go to school to get inappropriate
information. Yes, I believe it is important that teachers model and address
ethical uses of technology in the classroom, but I don't believe it is enough
for students who love to push the envelope. Acceptable Use Policies
are a great start in educating our students toward appropriate computer use.
However, I believe that often kids will be kids in situations like this,
and we are taking this temptation away. I think that there that children
are bombarded by inappropriate information in all directions; it would be
a sad day when schools are added to the list. In addition, this fear
is taken off of the shoulders of the school.
Ethics and Acceptable Use Policy Resources:
Acceptable
Use Policies
Old Wine in New Bottles: Ethics and
the Internet
PROFESSIONAL DEVELOPMENT
I believe that professional development will enhance student learning and
achievement to the fullest when the focus shifts from a district focus
to the individual needs of the student population and certain content areas.
The assumption that is being made here is that teachers - the front line
- are capable of accurately responding to the individual needs of their students
and are able to successfully develop curriculum. Districts need to put the
responsibility in the hands of the teachers and say, "You are the experts.
Let us know how we can help."
The administrators of schools that have successful professional development
programs really listen to the needs of the teachers, involve them in the
planning, provide and support learning experiences that address individual
teacher needs and even hold teachers accountable for developing curriculum
and expertise in certain areas. I think programs such as this make teachers
feel that they truly can make a difference in the education of their students
as well as giving themselves a sense of value and self-worth in their jobs.
When these feelings are exhibited in the styles of teachers, students can't
help being provided with a stimulating and positive learning environment.
Professional Development Resources:
Indiana Department of Education
Office of Learning Resources
8 Steps
to Highly Effective 'Next Generation' Professional Development for Learning
and Technology
Teacher
Use of Computers and the Internet in Public Schools
Professional Development in a Digital
Age (pdf)
Systemwide
Change
Professional
Development at Anderson Highland Schools
System Wide
Change: Union City, New Jersey