Fulfilling the Need for a Technology Integration Specialist.

Abstract

SCHOOL-BASED TECHNOLOGY specialists go by many names: technology coordinators, technology integration specialists, technology support specialists, instructional technology coordinators, technology mentor teachers, curriculum technology partners, educational technologists, coaches, expert trainers, technology support coordinators, and site-based technology facilitators--to name just a few. Their job descriptions also vary and range from being primarily computer lab teachers to full-time teacher consultants. For the purposes of this article, we define technology coordinators as school- or district-based coordinators or directors who have the responsibility of overseeing infrastructure, equipment, purchases and integration. We define a technology integration specialist as a school-based position whose primary concern is empowering teachers to harness the power of technology integration for student learning. The Current Role of a Technology Coordinator A massive effort has been undertaken to bring technology into schools. In fact, many advocates have promised a technological revolution in the way students learn and teachers teach. To support this proposed shift, K-12 schools are currently making an investment of more than $7 billion a year in technology (QED 2001). However, while the number of computers accessible in schools and Internet access rose dramatically in the mid- to late 1990s, computer usage by students in schools only saw a modest increase (Williams 2000). Cuban (2000) notes: Two decades after the introduction of personal computers in the nation, with more and more schools being wired and billions of dollars being spent, less than two of every 10 teachers are serious users of computers in their classrooms (several times a week). Three to four are occasional users (about once a month). The rest--four to five teachers of every 10 teachers--never use the machines for In a national survey of more than 4,000 teachers from grades 4-12, Becker (2001) corroborates this assertion, noting that students most frequently encounter computers in schools in four contexts: separate courses in computer education, vocational education, exploratory uses in elementary school classes, and the use of word processing to prepare assignments. Beyond these areas, technology use is spotty at best. Increased access to technology in schools has clearly not yet transformed teaching and learning. And even where technology is frequently used, it is most often used for skill-and-drill work, which usually only benefits lower-performing students (Becker 2001; Mann 1999; Reeves 1998; Schacter 1999). Moreover, limiting the use of computer technology to these types of programs misses powerful opportunities to support higher-order thinking skills through constructivist activities (Becker 2001). However, using technology in more student-centered, constructivist ways can be a daunting challenge for many classroom teachers. For example, engaging students in inquiry projects using Web-based resources, computer simulation activities, digital probes and other tools requires substantial technical and pedagogical support. Teachers need assistance in knowing which software, technology or interactive tool supports each specific educational goal, as well as which ones provide support in using technology effectively on a daily basis. Teachers need both technical and pedagogical support to effectively use technology. This pedagogical support is typically offered by existing technology coordinators or by other technology-savvy teachers. As schools have become more technologically sophisticated, the responsibilities of the technology coordinator have increased as well. The technology coordinator can easily get caught up in the hardware part of his or her job (e.g., wiring, setting up labs, troubleshooting), rather than showing teachers how to use the equipment and how to incorporate it into their instruction. …