Inadequate Access to Technology in K-12 Classrooms

1. Presented byLauren Moore & Bianca Becker
EDTC 5320
December 3, 2013

2. ISSUE
 Technology cannot become a meaningful support for students' work if they
have minimal weekly access to it. Technology-supported, project-based
instruction requires a high level of access to the sorts of technology tools that
researchers and other professionals use on a daily basis to support their
work. Schools are faced with the reality of a limited budget for equipment and
software (and an even more limited inventory of the most powerful
equipment) and must make hard choices about how to get the most out of
what they have.

3. Technology Access in Schools
Uneven
distribution of
technology and
professional
development
across K-12
schools
Not enough
computers in the
classrooms to
use effectively
for classroom
instruction
Classroom are
not the main
location in
school where
most students
use computers
FINDINGS ON TECHNOLOGY ACCESS

4.  Technical assistance
and support for using
equipment and
software is often
inadequate for
teachers
 Teachers are more
likely to use
technology regularly
at school for
administrative tasks
rather than
instruction-related
tasks
FINDINGS ON TECHNOLOGY ACCESS

5. BRAINSTORMING
Howcaninadequateaccessto
technologyinschoolsbesolved?

6. PROVIDING ADEQUATE TECHNOLOGY ACCESS
The number of computers in public
school classrooms should be increased
in order to integrate technology fully into
instruction
 Strategies for Allocating
Computers
 Distribution among the regular
classrooms
 Computers in labs
 Mobile computers in labs and
classrooms
 Access to wireless technologies
 Incremental roll-out

7. PROVIDING TECHNICAL SUPPORT FORTECHNOLOGY USE AND
MAINTENANCE
We didn't really use it [a network communication and
learning support system] last year because of all the
upgrades and no support. For example, if you turn it
on and it doesn't work, I can't figure it out and we
won't use it. --Elementary school teacher
 Help in planning for technology uses and
acquisitions
 Providing training in how to use new
hardware and software
 Providing demonstrations and advice on
how to incorporate technology into
instruction
 Quality technical support for computers
and other technologies should be
available in every school
 Providing on-demand help when software
problems or hardware failures arise
 Performing low-level maintenance on the
system
 Arrange for qualified students or staff
(Digital Literacy Team) to provide
technical assistance to staff and other
students where support is needed

8. CURRICULUM AND INSTRUCTION
Curriculum
standards in
education
should include
technology as
an instructional
tool
Establish a pilot
classroom to
serve as a
model
• Reward teachers
for designing good
instructional uses of
technology
Use technology
in more creative
ways- school
districts should
permit more
flexibility in
instruction by
providing
incentives

9. COMMUNITY BUY-IN
 Encourage unions and
education associations to
support the development of
technology in schools
 Bring together the
community, parents, and
other groups together to
support school reforms to
integrate technology into the
curriculum and instruction of
students

10. QUESTIONS

11. RESOURCES
 National Education Association. (2008). Access, adequacy, and
equity in education technology: Results of a survey of America’s
teachers and support professionals on technology in public
schools and classrooms. Retrieved from the Edutopia website:
http://www.edutopia.org/files/existing/pdfs/NEA-
Access,Adequacy,andEquityinEdTech.pdf