NETS identifies several conditions that are required to successfully integrate technology into teaching
practices to improve student learning. One of those conditions is consistent
and adequate funding. NETS defines this as “Ongoing funding to support
technology infrastructure, personnel, digital resources, and staff development.”
As an educator in public schools, one must realize that funds are limited, and
keeping up with technology can be costly. Additionally, technology is improving
at a rate that makes equipment out of date quickly. There is nothing more
frustrating to a student than to have an assignment to complete, and have to
spend a great deal of time fighting with the technology. Therefore, a teacher
much become skilled at writing grants to acquire current, or updated, hardware
and software. Furthermore, one must recognize that obtaining a grant, or
several grants, is only enough to set up the classroom with the needed
technology for a few short years, then the equipment will be out dated and need
to be replaced. Thus, if a teacher is counting on grants to equip a classroom,
he/she must also plan to continue to apply for grants to update and replace
outdated materials.
Another issue I expect to encounter in my classroom is the
question of equitable access. NETS describes equitable access as “Robust and
reliable access to current and emerging technologies and digital resources,
with connectivity for all students, teachers, staff, and school leaders.” In
other words, all students, regardless of home situation, economic status, race,
or religion must have an opportunity to use technology to complete assignments.
For example, I plan to use IXL math, and Scootpad, as practice, intervention,
and extension activities for students in my classroom. However, as a teacher
assigns tasks to be completed online, one must be aware of which students have
reliable internet access at home, and which do not. Students that do not have
access to appropriate technology at home, must be given the opportunity to
complete assignments at school. This could be accomplished by opening the classroom
before school or after school to these students, or by providing time in class
while other students are working on paper pencil tasks or reading, activities
that students without home internet access could complete as homework. If one
has built a relationship with students, then one will be aware of technology
limitations student may incur, and can provide solutions to the limitations.
