ETEC 562 Article Review

Article Review: Instructional Technology for Rural Schools: Access and Acquisition

Mary Freeman

 Texas A&M University - Commerce

Article Review: Instructional Technology for Rural Schools: Access and Acquisition

Introduction

This article addresses instructional technology for the classroom and mainly focuses on how rural school districts have to be creative in finding alternate funding for instructional technology needs. Sundeen (2013) states “the intent of this article is to provide an overview of technologies that can be obtained through a variety of alternate sources and to describe options for acquisition”.

A very real phenomenon known as the “Digital Divide” has impacted the ability of rural schools with limited funding to provide instructional technology. According to Redding and Walberg (2012), rural schools are disadvantaged by limited resources, and rural schools are required to do more with less. According to this article some teachers have been reluctant to consistently adopt classroom technology tools. The article referenced that when 144 teachers were surveyed the top three reasons teachers were reluctant;

1. Teacher Attitude; teacher’s attitudes toward technology, not all teachers have a positive view of technology.

2. Professional Development; many teachers do not favor large-scale training for professional development; they prefer informal training where they might gather in small groups to have a hands on training.

 3. School Level Support;  a lack of available school- level support, which teachers attributed to their frustration levels when using technology in the classroom.

As stated by Sundeen (2013) “Through this limited exposure to professional development, many educators lack confidence or, have closed their mind to the importance of technology integration”.  This has a negative impact on both teachers and students.

Available and Emerging Technologies

        In this article there are a variety of traditional and emerging technologies that are reviewed for instructional effectiveness. Sundeen looked at the effectiveness of current basic classroom technologies like, document cameras, digital projectors, interactive whiteboards and camcorders stating these are the current Workhorse technologies, because they can be obtained at a more reasonable cost since they have been on the market for a period of time. Document cameras have replaced the old overhead projectors, they provide educators with the ability to capture images, magnify three dimensional objects, and still use old transparencies. Teachers can use this technology for hands on learning, allowing students to teach using demonstrations, thus making learning more fun. Digital projectors can produce images that are much larger than a TV screen, so students sitting anywhere in the classroom can still see the image. Interactive whiteboards, using this technology allows educators to integrate the power of the computer into any lesson. Camcorders are also useful technology providing portability to capture live video and audio allowing students to record demonstrations, interview other students and develop role plays that can be used for problem solving.

            Twenty –first century learning is moving towards the incorporation of instructional technology in classrooms through providing innovative lessons supported by technology (Shapley et al., 2011).  Some of the examples provided were simulations, investigation, and real world problem solving using current information and resources. The emerging technologies Sundeen discussed were Laptop computers, and E-readers. Laptops were considered to have a positive impact on students. For example, Shapley et al. (2011) investigated laptop computer use in 21 middle schools, by 5000 students for 3 years. The results indicated that technological proficiency increased significantly, especially for students from lower socioeconomic backgrounds. They also noted fewer disciplinary actions were recorded. Students in the study reported using laptops improved their learning, study skills, and research skills. Referring to teachers in the classrooms where this study was completed. Sundeen  made this statement “Investigators also have evaluated changes in teaching practices, and results have shown pedagogical transitions toward increased student centered instruction”

  From his research Sundeen reported: E-readers are being used in many rural schools showing educational benefits like allowing students with disabilities to keep private what level of books they are reading from their peers, other benefits include allowing users to look up unfamiliar words using the built in dictionaries and thesauruses helping students to have a more interactive reading experience.

Access and Acquisition

     One of the challenges for rural schools districts is access to and resources for finding cost effective technology. One of the ways mentioned by Sendeen is to purchase from online auctions, look for technologies that can be accessed nationwide, look for refurbished equipment etc… the following table was provided for reference.

 

When looking at price comparisons, considering refurbished, used and auction sites could save smaller rural school districts thousands of dollars, but I can see where a school district might be reluctant to consider this option, due to lack of support from manufactures and lack of warranties on equipment purchased from secondary sources. Combined with the budgetary impacts of the economic downturn, unique and creative approaches to addressing the technology needs of rural students must be explored (Strange et al.). Finding unique and creative ways to provide instructional technologies has become imperative. Some approaches to resolve this issue might be to identify alternative sources of funding or join a rural school consortium. Many rural schools have active PTA’s who sponsor fundraisers for needed equipment and technology upgrades.

   After reading this article I have mixed reactions. I have seen many of the challenges discussed in this article in my own local school district. Lack of funding and resources put limits on the rural school districts here in Northeast Texas.  Staying current with instructional technology will always have benefit for all students in any school, whether it is rural or urban, but with state mandates and fast paced rate of change in technology it is not feasible for schools to keep up with the latest trends. I believe if a school can stay within a 3-5 year window on technology they are doing well. While computers and internet is the first things many think of when you ask about technology in a school, the internet can provide an increased flow of knowledge but it can’t meet the students’ needs if the system does not operate properly. The bandwidth has to be sufficient to carry the load or things like streaming videos will not work. School districts have to consider all aspects of the technology they provide and providing access to a variety of technology tools is necessary for 21^st century learning. In working with rural schools this article has posed questions for me to consider when a request is put in for equipment or new technology. I will consider all the possible funding and acquisition resources available to me in my particular school district. I wander why someone hasn't created a database or auction site for schools to purchase technology equipment or software from other schools that have replaced or upgraded their equipment?

References

Redding, S., & Walberg, H. J. (2012). Promoting learning in rural schools. Lincoln,IL: Center on                 Innovation & Improvement.

Shapley, K., Sheehan, D., Maloney, C, Si Caranikas-Walker, F. (2011). Effects of technology                      immersion on middle school students' learning opportunities and achievement. The Journal                  0/Educational Research,104(5), 299-315.doi:10.1080/00220671003767615                                    

Strange, M., Johnson, J., Showalter, D., Si Klein, R. (2012). Why rural matters 2011-12: The                      condition of rural education in the 50 states (p. 106). Washington, DC: Rural School and                     Community Trust.

Sundeen, T. H., & Sundeen, D. M. (2013). Instructional Technology for Rural Schools: Access and             Acquisition. Rural Special Education Quarterly, 32(2), 8-14