Some educators view Infrastructure for Technology is the least significant STaR Chart area of the four, arguing that infrastructure does not directly relate to instruction and student achievement. However, I truly believe that it is the foundation for the others to be built upon, and therefore serves as an essential constituent of technology development. Infrastructure includes the following categories: number of student computers, Internet access and connectivity, network, classroom technology, technical support, and distance learning capacity.
When I started in my district four years ago, the state of technology was derisory to say the least. The infrastructure in place did not support effective technology integration in the classroom. Teacher computers were outdated, the number of student computers in classrooms was negligible, the network was extremely unreliable and slow, and ancillary technology equipment such as projectors and document cameras was virtually nonexistent. What did exist in classrooms was a random assortment of equipment earned through grants or purchased independently with campus funds. There were no set standards for technology purchases made my campuses or individual teachers, which resulted in this hodgepodge of equipment and created numerous challenges for professional development and technical support. With different ongoing technology projects and equipment at each campus, the chances of a developing shared technology vision for the district was also hindered.
Luckily, when the Assistant Superintendent of Technology arrived in January 2009, he quickly recognized the need to rebuild the infrastructure and he established it as one of the department’s top priorities. Within 18 months of his arrival, student and teacher computers were replaced, the network was entirely rebuilt, old cabling was replaced with faster lines, and a district-wide initiative to implement classroom technology (interactive whiteboards/slates, mounted projectors, document cameras) began.
Some current trends in technology integration include distance learning, interactive technologies, project-based learning, and use of mobile devices in the classroom (either student-owned or 1:1). Without a strong infrastructure in place, none of this would be possible! With a reliable network and fast Internet connection, all students in our district now have the opportunity to connect with people around the world via Safari Montage Live, a videoconferencing system that works through the teacher’s computer (not costly distance learning labs). For example, students at one intermediate have participated in multiple web conferences with NASA. In addition, student engagement has been enhanced through the use of interactive technologies (interactive whiteboards, slates, student response systems, etc.). New student computers also allow for more project-based learning to take place in the classroom.
As we move forward, our next big implementation will be mobile devices in the classroom. Our Educational Technology team is currently working with district leaders to develop a plan for the initial pilot next fall and subsequent implementation across the district. In my opinion, the key to successful realization of this plan will be the underlying infrastructure, including wireless access points to sustain a 1:1 initiative and adequate technical support.
