Tech on a shoestring budget

by baggett
Last updated 8 years ago

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Tech on a shoestring budget

Technology on a Shoestring BudgetShannnon Baggett, Marisa Cornell, Torie Leslie, & Danielle Madrazo

• Students in *IMPACT *schools showed more comfort and enjoyment with computer use than did comparison school students• Students in *IMPACT *schools showed more confidence in their computer skills than comparison school counterparts (NCDPI, 2006)

• In the first year, students in *IMPACT *Model schools had stronger growth than comparison school students, and for particular subgroups, there was substantially stronger growth, varying from small differences to about half a grade level of extra growth, depending on the outcome and grade level.

• *IMPACT *students often started lower than their comparison school counterparts, but caught up within one school year.• There was no significant difference in score growth based on race.• In general, the most challenged *IMPACT *students showed the most growth in achievement.**

NCDPI published these selling points for the Impact program based on student assessments, student and teacher surveys, and thousands of interviews with faculty, staff, and students:

First steps to a successful technology plan: 1) Consider the big picture2) Assemble a team3) Assess infrastructure4) Explore model schools5) Define expectations and outcomes.

Misconception #1Two million dollars is a lot of money of money to spend and we’ll meet all of our technology needs at last!

Misconception #2 Research does not show a correlation between high state test scores and technology use in the classroom. The survey at the beginning of the tests show no connection.

REALITY: 1.When creating a technology program from the ground up, 2 million dollars is just a start. Purchasing equipment will mean nothing to staff and students if the proper infrastructure to maintain and update the equipment is not in place. 2.Staff development is also very critical once new technology is in place to ensure teachers have the resources they need effectively use the technology in the classroom.3.The IMPACT model enforces the hiring of a technology facilitator and strongly encourages a technology assistant. This personal requires funding

REALITY: 1.It is not accurate to compare state test scores with computer use in the classroom. What the survey at the beginning of the test can accurately measure is which schools and classrooms have access to technology not how it is use the technology is used and which students have consistent technology experience.2.There is no way to measure how technology motivates students in the classroom or how technology gives students a way to experience the content on different levels.3.Keep in mind that the state is very aware that we do not have a method to measure how students use technology to create products or within their content level accurately. The curriculum has changed and the method to test students proficiency is always up for reevaluation.4.One thing that is undeniable is that our job as educators is to prepare students for higher education. One way we do that is by providing technology experience. It is so important that current teachers seeking licensure, their Masters or their Doctorate are involved in technology based classes as we speak.



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