November 2004 — Features
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The Paradox of Integrating Handheld Technology in Schools: Theory vs. Practice
School administrators use handheld computers to access student information such as student names, photos, class schedules, grades, attendance, emergency contact information, etc. School administrators can also use handheld computers to access student information in crisis situations (Fasimpaur 2002).
Finally, while handheld computers have been used in a variety of educational settings, such technology needs to be introduced in a way that is palatable to administrators and educators. Therefore, school personnel must have adequate and continual handheld technology training in order to fully integrate it into their classrooms, buildings and districts (Underwood and Underwood 1990).
The Truth About Technology Integration
Historically, practitioners have used two ways to define technology and its relationship to school districts: Either you are a school (or district) that is integrated or you are not. This black-and-white definition is the result of a “bandwagon neutrality” created by the competition between school districts for funds and students. All of the cutting-edge districts can espouse their commitment to technology as one more way to deliver a superior education to students. The pressure to add the phrase “integrated technology” to district mission statements eventually results in discussions about technology integration that all too often end up as how-to diatribes disguised as professional development.
Part of why we embrace the term integrated technology is because it makes us sound scholarly, cutting edge and important. In this day of “marketplace schools,” school system culture has partially evolved into a publicity machine geared to retain and attract new students. No matter what our standardized test scores are, we have to be able to showcase other offerings that are interesting to students and their families. Thus, technology is a safe and sexy selling point.
The heart of integrated technology, like many curricular issues, is centered on the commitment of school leaders. Before principals can do their job to facilitate a cultural embrace of technology, they need to be able to think about what technology means to them. For principals, this meaning can be broken down into two parallel lines of thought: (1) how digital toys are valued and assimilated in their own personal lives, and (2) how they see digital toys being valued and assimilated in their schools.
In order for the above to take place, principals must have the time and a willingness to tackle a technology learning curve that is not only steep but ever-growing since technology is constantly evolving. Therefore, the first step is to reframe how we think of technology and its relationship to the functioning of a school. We need to see integration not as something linear like a single course listed on a dinner menu, but rather as an amalgam of opportunities at an the “all-you-can-use” buffet.
The Technology Buffet
The identifying characteristic of a buffet is that there are a lot of choices and everyone can begin at whatever portal they want. For example, some folks load up on chicken and pork chops, while others go straight for the steamed broccoli and salad. Still, others go straight to the brownies and lemon pie. What this ultimately means is that when offered a vast series of choices, people either take little bits of everything or stick with comfortable favorites. And sometimes the overwhelming choices at the technology buffet can end up squashing our desire to go in the first place.
