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Section C: Technology Leadership

Situation:

Technologies present a unique problem to the educational community. Much of the information and content material addressed in the current K-12 curriculum for MAPS, as well as most educational communities, is static in nature. Concepts addressed in mathematics, language arts, sciences, and social sciences have existed for a very long time, and, generally, have not changed much over time.

Technology, unlike other areas of education, is rapidly changing. It is impossible to glean information about technology from a textbook or manual, and expect to be able to use that information in the future. Because of this nature of technology, it is impossible to maintain expert information regarding this subject, and therefore, difficult to plan facility and curricular issues regarding technology appropriately.

Currently, MAPS relies on teachers with an interest in technology issues to assist in addressing the needs of the district. As these needs become greater, and more broad in nature, it is increasingly difficult for these teachers to address these issues in addition to dealing with their own classroom and personal concerns. It is also difficult for administration to address these needs, given the curricular and financial focus of their mission.

Concerns:

The lack of a defined leader in technology issues for the district has led to widespread concern and misinformation regarding technology issues. Educators feel a lack of support regarding technology needs. Expert information regarding technology may only come from contractors interested in sales of technologies. In a period of change and technology acquisition which faces MAPS, the district is left placing such issues in the hands of teachers or administrators who are not properly prepared to address the situation. Other issues such as curricular application of technology are generally being ignored by those enlisted to assist in these issues, as they must deal with their own teaching issues as well as hardware and software acquisition issues.

Recommendations:

1. MAPS should act to develop an organizational structure for dealing with technology issues. Though the current Technology Committee for the district provides an adequate balance of elementary, middle, and high school teachers, administrators, and Board members, it lacks the leadership of an educator solely dedicated to technology issues. As funding does not currently permit acquisition of a Technology Coordinator, the issues which would be addressed by such an individual must be dealt with in an appropriate manner. It is recommended that individuals within the technology committee, as well as others in the district, attempt to address specific issues relative to technology. These issues could be addressed by sub-committees of the technology committee. It is recommended that sub-committees focusing on the following issues be established: hardware acquisition and facility alteration, software acquisition and curricular application, ethical policy of technology use, funding acquisition, teacher training, and on-line service acquisition and policy.
2. Funding sources for technology leadership should be set aside in increasing amounts over the next two years. These funds should be used to technical support, information acquisition (including professional organization membership and journal subscription), and consultant fees.
3. Within the next two years, the technology committee should act to develop a job description for a position of Technology Coordinator for the district. It is important that this position allow for full time, non-teaching employment of this individual in order to properly address the wide variety of technology issues facing the district. This individual should not act solely as a technician. The individual should also have an understanding of educational and curricular issues. This person should be placed on teacher or administrative salary. Further recommendations for this position may be determined from professional organizations supporting such individuals, as the International Society for Technology in Education. Some suggested qualifications and job descriptions for such an individual are included in the appendices.