Technology: Its Impact on the Future Leaders of Tomorrow

Planning for Technology Project Spring 2004

Elyse Belanger Mark Karadimos Dawn Nielsen Barbara Poetzsch

Background
Technological innovations affect all aspects of our lives, personal and professional.

The children of today are the leaders of tomorrow

Audience Composition
The target audience for this presentation is the community. It includes teachers, parents, local board of education, superintendent of the district, and local community businesses. It may also be used as a tool to assist grant acquisition (if necessary) for obtaining monies for a technology center.
Local business & community members for financial backing Administrative officials who control the funding for new programs Administrative officials who are contemplating severe budget cuts Administrative officials who control the funding of teacher professional development PTA board of officers who sponsor school fund drives School administrators who control capitol improvement funds

Main Issue
How can we best prepare our students to be informed, conscientious leaders in a technologically advanced society?

Key Issues - Political

What effect will educational standards have on student achievement?

Will regulations determine what technology will be available to deliver education

How will the No Child Left Behind legislation affect how technology is utilized in the classroom?

Key Issues - Social

How does technology affect the at risk population of students?
Are children in lower socioeconomic strata at a potential disadvantage regarding technological advances?

Key Issues - Technological

What qualifications will be required of teachers in a technologically advanced classroom? How can we ensure adequate teacher preparation?

Key Issues - Environmental

How will rising education costs affect lifelong learning?

How will changes in delivery of education impact the preparation of leaders of tomorrow?
Will technological advances make distance learning the new paradigm?

Key Factors
High Importance Predetermined 1. NCLB 2. Rising education costs 3. Technological advances Low Uncertainty Uncertainties 1. Student access to technology 2. Teacher qualifications High Uncertainty

Low Importance

Axes of Uncertainty
Scenario 1: Highly qualified teachers, unlimited access for all Predetermined 1. NCLB 2. Rising college costs 3. Technological advances Uncertainties 1. Highly qualified teachers 2. All students have access Scenario 2: Highly qualified teachers, some students technologically handicapped Predetermined 1. NCLB 2. Rising college costs 3. Technological advances Uncertainties 1. Highly qualified teachers 2. Restricted access to some students Scenario 4: Poorly qualified teachers, some students technologically handicapped Predetermined 1. NCLB 2. Rising college costs 3. Technological advances Uncertainties 1. Low qualified teachers 2. Restricted access to some students

Scenario 3: Poorly qualified teachers, unlimited access for all Predetermined 1. NCLB 2. Rising college costs 3. Technological advances Uncertainties 1. Low qualified teachers 2. All students have access

Scenarios

Scenario 1: Highly qualified teachers, unlimited access for all

Technology affords teachers and learners the opportunity to enhance their knowledge and computer skills. Every home will be equipped with a computer and internet access and we will have students staying at home to get their education, even in kindergarten.

Scenario 2: Highly qualified teachers, some students technologically handicapped

A student without the access to the latest technology skills classes will not be employable in future markets. Schools & communities must provide technology hardware in sufficient quantities and of advanced quality so that highly qualified teachers may educate their students.
Schools must provide resources in order that teachers may pursue continuing professional development in the area of technology skills and instruction.

Scenario 3: Poorly qualified teachers, unlimited access for all

A minimum standard will be expected from professionals expecting to teach at the elementary, middle and high-school levels Competencies in subject matter that will be taught will be essential to avoid failure resulting from students receiving education from less than qualified teachers.
Technology and Scientific-research will facilitate future teaching, learning, and monitoring of the the students academic achievement.

Scenario 4: Poorly qualified teachers, some students technologically handicapped

Abandon 'Lone Wolf' Spending Tactics to Afford Technology Begin Educating Teachers on Technology Usage and Integration into Curriculum Begin Educating Students on Technology Through Specific Courses and/or Personal, Individualized Discovery Provide Students with Access to Technology Centers Beyond School Day

Concluding Remarks
Technological advances impact every part of our lives. Schools must plan for and arrange adequate training of faculty. Schools must anticipate and accommodate for the needs of all students.

Desirable Scenario: A Vision for the Future

Teachers will be trained to effectively operate modern word processors (word), spreadsheets (excel), presentation devices (PowerPoint), and various software packages geared toward teaching aids.
Higher order technology will be imparted on teachers as well. Website development software, methods of searching/evaluating websites, graphing calculator usage, and other specific technological devices will be addressed. Teachers will be made proficient with these tools. The education process will shift toward students. Students will use technology centers for either specific classes or the integration of their usage in existing classes. A system will be developed to allow student use of technology centers. Students will be allowed access to these centers after school and on weekends, so long as staffing during these times can be procured.

References

List
Department of Education: Retrieved May 9, 2004 from http://www.ed.gov/admins/tchrqual/learn/hqt/edliteindex.html Reddy, M. N. & Challa, J. (2004). 2nd faculty development programme in advances in educational technology. Paper presented at the meeting of the National Academy of Agricultural Research Management, Cleveland, OH. Retrieved May 10, 2004 from http://icar.naarm.ernet.in Rice, J. K. (2001). Cost framework for teacher preparation and professional development. Washington, DC: The Financial Project. Retrieved May 10, 2004 from www.financeprojectinfo.org/ Technology Briefs for NCLB Planners (2004). Retrieved May 10, 2004 from http://www.neirtec.org/products/techbriefs/default.asp U.S. Department of Education (2003). Meeting the Highly Qualified Teachers Challenge, The Secretary's Second Annual Report on Teacher Quality. Washington, D.C. The Achiever (2003). No Child Left Behind, The Achiever. December 15, 2003, Vol. 2, No. 18. Ed Pubs, Jessup, MD. U.S. Department of Education (1996). Getting America's Students Ready for the 21st Century, Meeting the Technology Literacy Challenge. Washington, D.C. Weingand, D.E. (1995, August). Futures Research Methodologies: Linking Today's Decisions With Tomorrow's Possibilities. Paper presented at the meeting of the International Federation of Library Associations in Istanbul, Turkey. Retrieved May 12, 2004 from http://www.ifla.org/IV/ifla61/61-weid.htm