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3.1.8 Staffing Que tions & Costs
Once the school environment has the computer technology and software in place, there is another set of questions that must be answered. These questions all have to do with the staffing measures that must be implemented to make the technology effective. Who will be trained to use the technology? How will they be trained? How will they utilize it in the classroom? How will technical problems be dealt with? The normal answer to these questions is to have one person in the school as a computer expert, who is in turn tasked with training the teachers in their use, and maintaining the computers for the school. It is important to note that often this person is simply a teacher who knew about computers from outside work, and was unofficially dubbed the "computer person" for the school. This situation calls for an extremely demanding position being dealt with by a full-time teacher, not necessarily with an increase in pay or resources accorded the position. This is not an appropriate system of rewards for a full-time teacher. It would be more appropriate for there to be put into place a system of differentiated staffing, which would allow an interested teacher the position in exchange for lower teaching loads, or the hiring of a professional into the position. Either way, the task should not simply be designated as an add-on to the current load of the person holding that position. Training could then be handled in a more methodical way. If there is one person in charge of the technology of a school, who in turn has the time and resources to set up proper training sessions, the training will be more effective. The current practice of using in-service time for the technology training is not effective, and the school would be better served to complete this training in alternative ways.
Costs
As with any technology there are costs involved. To effectively
wire and populate a school with teaching and learning technology, a substantial
initial investment will be required. It is not as simple as buying computers
to place into classrooms. Many school buildings are so old that the electrical
wiring cannot handle the electrical load of numerous computers. Rewiring
buildings, networking the computers through cable systems or installing
wireless, purchasing the hardware and software, installing the technology
into the school, and training the users on how to properly utilize the
technology cost money. After the initial investment, there are yearly
up-keep costs. Maintenance, upgrades, and service all add to the cost
over time. These, however, are small costs in comparison with the initial
outlay of funds.
Is this initial investment viable and worth it? This becomes a factor
when it is clearly seen how quickly computer technology becomes outdated
and outmoded. What the answer to this question comes down to is where
the school's priorities lie. Is it more important to save or invest that
money in alternative programs, or is it more important to prepare the
students to become technologically literate. Both of these are worthwhile
goals, and both have their supporters. It is my belief that both of these
objectives can be met. It is important to realize that technology is not
only worthwhile, but it is viable as well.
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No Parrot Question |
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Mr. Stewart is a tenth-grade science teacher that knows absolutely nothing about the technology that the school system he works for has supplied him with. How could networking and staff development courses help Mr. Stewart to utilize the technology that he has in his classroom? |
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