November 2003 — Special Feature
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Technology's Value in Education
Remaining Concerns
Survey respondents said they feel that substantial technology investments by schools are yielding results for multiple constituencies. However, we also uncovered several areas of concern. If not addressed, the following areas could negatively affect the benefit of Internet and computer usage in schools.
Technology training is lagging. Busy teachers are doing a good job of learning and teaching computer technology, with 46% considering themselves "intermediate" users and 40% saying they are "somewhat advanced" users. Interestingly, most teachers claimed that they learn by personal experience at home (69%) or by trial and error (58%). Even so, teachers reported deficiencies in their ongoing technology training, with 76% saying they need more training to make the best use of technology in the classroom. The vast majority had fewer than five hours of training, while 33% had no computer training in the past year. Predictably, the more computer training teachers had, the more benefits they realized for their students. In addition, 45% of teachers with zero hours of computer training in the past year said they believe computers are "very useful." That figure rose to 60% for teachers with greater than five hours of annual training.
Product vendors have work to do. One of the most surprising results in the survey was the response to this question: "If you had one wish from a technology genie, what would it be?" The most common answer, by 24% of the respondents, was a strong desire for more intuitive software that could automatically adapt to individual student needs. Specifically, teachers wanted software that would be easier to learn and teach, perhaps offering several tiers of expertise for users of varying capabilities. The desire for more intuitive software clearly finds roots in the desire of teachers to minimize in-class application training, freeing them to focus on curriculum. We asked the teachers who participated in the poll to grade their existing hardware and software products. A breakdown of the results can be seen in Table 1 below.
Actions & Implications
While more research remains to be done, the "Teachers Talk Tech" survey suggests several conclusions and recommendations for educators, IT professionals and administrators. The following are a few of the more significant actions and implications.
Schools must continue to optimize technology dollars. The likelihood that technology budgets will continue to be put under a microscope makes it more important than ever for schools to buy and deploy technology wisely. But, selecting cost-effective computer technology is easier said than done. Lean on your technology vendors to help you determine the right products and the right brands for your particular needs.
Schools must get better at demonstrating the value of classroom technology. Educators, administrators, IT professionals, consultants and vendors should continue to improve their abilities to understand, articulate and concretely demonstrate the value of computer technology, both within and outside the classroom. Rely on publications such as CDW·G's Ed Tech magazine (www.CDWG.com/EdTech) and T.H.E. Journal, which share case studies and best practices of technology being successfully implemented in education.
