Educational Technology as a Mechanism for School Reform

A Forum — December 6, 1996

This forum examined educational technology from a broader school reform perspective, highlighting not only how technology can promote increased student achievement but also what other aspects of a school need to the be adapted for technology to work most effectively.  Richard Schwab, Dean of the Drake University School of Education highlighted key findings from a U.S. West Foundation study of the impact of technology on teaching and learning.  Schwab, along with two other researchers, visited elementary, secondary and teacher education schools, across 14 states, which have worked to implement technology in various forms.  Key issues examined included the impact of technology on school curriculum, the roles of schools and staff in implementing technology and the effect of technology on student achievement.

The study's central conclusion was that the successful use of technology requires tremendous changes in a school's philosophy, management and curriculum.  Many schools and classrooms believe that simply "having a computer" is the same as using technology.  According to Schwab, this is not the case.  To work effectively, technology must become a main component of the school and drive what is being taught in the classroom.

One way to ensure this is to use technology to connect with the both the local and broader community in developing project-based activities.  For example, a small school in rural Iowa currently downloads data from the City of Los Angeles to examine traffic patterns during rush hour.  In this class, technology has driven not only the methodology used to teach students but also the content of what is being learned.  Students are also being exposed on a regular basis to real-world problems that exist beyond their geographic region.  According to Schwab, "This truly does create what we mean by a ‘learning community'."

Schwab also discussed other aspects of school reform that must be adapted as technology is introduced into the classroom.  One key is large investment in teacher development, initiated through school- and district-wide technology plans.  Failure to prepare teachers for the challenges they will face will not only negate the benefits of technology, but could also hinder student learning.  Teachers must be trained on how to use computers and other advanced, equipment and in how to integrate these new tools into their teaching and curriculum.  Such linkages do not come easily or quickly.  As Schwab stressed, "Don't ever, ever underestimate the time needed for connectivity.  If done properly and with patience, however, technology in the classroom becomes even more valuable.

Linda Quinn, Principal of Puyallup High School (PHS) in Washington State and currently a Principal in Residence at the U.S. Department of Education, echoed many of these same themes in her discussion of how technology has been implemented at PHS.  In 1993-94, their 80-year-old building underwent a major renovation, and the school is "now among the technological ‘haves'."  Each classroom is equipped with a telephone and phone line to establish internet connections, teachers have their own voice mailboxes, and all students and staff have personal e-mail accounts.  Philosophically, PHS has worked at other areas of school reform, such as high level professional development, community outreach and block scheduling to ensure that this technology is used most effectively.  Quinn stated, "Technology in the right hands as a tool can make some of the pedagogical strategies that sound great -- but seem unrealistic -- possible."

Quinn also outlined three major federal initiatives which seek to bring more schools up to speed technologically.  The National Technology Plan sets a broad framework for the use of technology in all schools.  Central to the plan are four interconnected "pillars" which, taken together, foster enhanced student achievement through the use of technology.  Taken singly, they fail to attack reform in the systemic nature it requires to be successful:

• Equipment, both multimedia and modern, is crucial.
• Teacher training is critical to effectively implement technology.
• Access to the internet must be far-reaching.
• The content of the curriculum must be carefully examined.

Quinn then discussed the Telecommunications Act of 1996, signed into law in February, which called for the Federal Communications Commission to provide free or discounted internet services to schools.  The decision of the resulting eight member board was to provide a universal $2.25 billion dollar fund (the annual maximum) to reimburse telecommunications providers who give discounted services to schools.  Discounts range from 20 to 90 percent (the average is a 60 percent discount), and will be based on socio-economic status of the school's student population.  In addition, the Technology Literacy Challenge Fund, beginning with a $200 million initial installment, provides funding to state education agencies that submit technology-in-education plans to the federal government.  All three of these initiatives were developed at the federal level, but rely heavily on state and local design and control.  As a result, schools and teachers are free to implement technology within the broad framework presented earlier -- through new methods of school reform, connections to their community and an emphasis on real-world applications.

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