June 1996 — Features
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Achieving Technological Equity and Equal Access to the Learning Tools of the 21st Century
We want to develop a new model that is fast-tracked and tells us what will work. We know many at-risk students rarely have access to effective learning technologies. Technology plays a major role in this project by providing a software-driven personal plan for each at-risk student. It also assists with skills development, off-site learning and an electronic "mentor-net" of advocates and other helpers. We believe we must do a better job of using technology, in particular, to help students who haven't learned well in traditional settings.
Technology and Evaluation
Accountability is a critical part of our technology planning process. It affects equity concerns, too. With scarce resources, we must find ways to know if our initiatives are working at all levels.
Often, we hear the question: "How do you know if your use of technology is cost-effective?" One may be tempted to respond, "How do you know what you're doing right now is cost-effective?" While the retort may be valid, our challenge is to find comprehensive baseline standards that allow us the accountability that's needed to proceed.
Both current and planned technology applications need the same level of scrutiny when it comes to learning success. Questions we ask are: "Is there any visible evidence of comprehensively improved performance? Attendance? Level of engagement? Are we addressing learning styles? Are students working effectively individually and/or cooperatively? Do they show improved expression, communication or creativity?"
If technology isn't working equitably and effectively at a site, we intend to find a way to make it work. It simply d'es not make good sense to put into schools expensive technologies that are not being used effectively. A technology plan, which includes staff training and frequent assessment, is critical to success.
Where Can We Find the Funding?
Equity requires that we re-think the way we look at and use the resources we have now. In Saint Paul, for example, we have re-directed a major part of our textbook budget to purchase new technology. Today's CD-ROMs can and should replace some of the outdated printed materials, particularly reference materials or out-of-date textbooks. We are asking our school sites if they wish to spend some of their allocated funds differently. More directly put, "What are you willing to give up or trade for more technology dollars?" Priorities change and so must the budgets that go with them.
We are looking into technology leasing options from our operating funds, in addition to the capital equipment dollars we spend now. More flexibility must be found in the way we spend our funds. District-wide software licensing has saved us money over licensing at the building level.
