An issue that spans all eras of the
development of technology and its use in the classroom is the ability, or lack
thereof, to fund it. As helpful as integrating technology into education could
potentially be, there is an inequality to the access of it that is undeniable.
Roblyer and Doering (2013) address this issue as it occurred in the
pre-microcomputer era by referencing the development and eventual resentment of
computer-assisted instruction (CAI) and computer-managed instruction (CMI)
systems (p. 7).
According to Roblyer and Doering (2013), the
use of CAI/CMI operations became a source of resentment for educators of the
time because the expense of buying, maintaining, and operating these systems
was so great all control of the technology remained with school district
offices. The money aspect involved with technology in the classroom put strain
on the relationship between the teachers, who needed full access to the
applications in order to use them, and those who ran the school district, who
wanted to keep the pricey systems protected (p.7).
Funding issues have been, and will
continue to be, prominent setbacks in terms of purchasing and utilizing
technology in the classroom. Roblyer and Doering (2013) point out that “recent
economic downturns in the US economy have meant decreased education funding,
which also means fewer funds available for technology hardware, software, and
training” (p. 17). A crucial point to address is that of training not being
readily available for teachers. One can have access to all the technological
materials in the world, and it could be useless without the proper guidance on
how to integrate it effectively. If there is no funding for further education
for teachers on technology, computers could be wasted material possessions.
If one considers the use of
technology in terms of information-processing theories, having the funding for
further education on technological advancements for teachers is crucial. THie
method of learning involves the use of memorable material, visualizations of
abstract ideas, and attention-getting directions that provoke the memory of the
students (Roblyer & Doering, 2013, p. 39). If one buys into this theory of
learning, the use of technology in the classroom is ideal. It is the perfect
opportunity to use games, videos, and interactive learning to trigger students
to retain pertinent information. Unfortunately, it all goes to waste if the
educator has not been properly trained on how to utilize materials in a way as
to effectively achieve the goals of information-processing.
Over all, it is the access to
technology and the availability of lessons on how to use it that makes the
difference between students who grow with the times and students who do not.
Unfortunately, as stated by Roblyer and Doering, “the single greatest factor
determining access to technology is economic status” (Roblyer & Doering,
2013, p. 18). Schools systems that face economic
hardship both in the classroom and at home are less likely to have access to
either factor discussed in this blog. Money has its hand on the pulse of it
all.
Here is an example of ways some
teachers found funding for Dreambox Learning in their classroom. http://www.youtube.com/watch?v=6EZRj0xBjGo
References:
Dreambox Learning. (2011, July 28). Federal Funding for
Instructional Technology [video file]. Retrieved fromhttp://www.youtube.com/watch?v=6EZRj0xBjGo.
Doering, A. H., & Roblyer, M. D. (2013). Integrating educational technology into teaching (6th ed.). Upper
Saddle River: Pearson Education, INC.
