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Essay / Research Paper Abstract
A 3 page paper discussing the need for a separate technology staff in public schools. Virtually everything has become more specialized in application as knowledge grows in specific areas. There is a limit to the level of knowledge that one individual can be expected to maintain, and no one knows better than educators that some individuals are more technically-oriented than others. Teachers face difficult challenges presented by teaching. They do not need also to be required to become effective "computer geeks" as they strive to teach the finer points of cell division or prose analysis. Bibliography lists 3 sources.
Page Count:
3 pages (~225 words per page)
File: CC6_KSitEduStaff.rtf
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Unformatted sample text from the term paper:
past, most public schools with computers for student use placed all available computers in the schools library where library staff could teach students the basics of searching for information and
assessing the relative value of types of sources. Others strive to place computers in individual classrooms, using them for age- and class-appropriate activities. In both cases, generally it
was left to teachers to address minor issues with computer function, placing additional responsibility on teachers whose days already were too full and who had little if any formal training
in computer use or software. The purpose here is to address this issue. Why is a separate technology staff so important to K-12 E-Learning?
Two articles address the problem of aligning staffing needs to include a separate technology staff in the public schools. Nearly a decade ago, Beattie (2000) wrote that
"Some still cling to the belief that technology is the latest craze or passing fad for our nations schools." That view is falling away rapidly, as evidenced by the
change in ratio of computers to students [11:1 in 1994; 6:1 in 1999 (Beattie, 2000)]; the fact that 90 percent of public schools had Internet access by 2000; and that
70 "percent of teachers claimed to use computers daily" (Beattie, 2000). The problem that many teachers face is that not only must they have intimate knowledge of the subjects
they teach and keep up with changes in areas subject to rapid change - i.e., biology or physics - but they also must have technical knowledge of computer function in
the absence of a dedicated technology staff. This is in addition to dealing with the vagaries of No Child Left Behind; the legal requirements of teaching children with disabilities;
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