Филологические науки/ 1.Методика  преподавания языка и литературы

Zhuztayev Zh.B., Yesmakhanova G.D., Kadyrova A.B.

L.N.Gumilyov Eurasian National University

Acquisition of hardware and software in modern teaching

Hardware and software often pose problems for teachers in the classroom, and just-in-time technical support may be unavailable. Teachers may lack the time and the motivation to learn technology skills. Professional development activities may not provide ongoing, hands-on training for teachers or practical strategies for implementing technology into lesson plans. Initial technology funding may not be sustained and thus not capable of providing upgrades, maintenance, and ongoing professional development. Fortunately, these obstacles can be addressed and overcome. This Critical Issue provides practical information for promoting technology use in schools.

The push to provide technology in schools has been successful in recent years. According to Goldman, Cole, and Syer, most schools have computer labs and many have computers in every classroom. More than 90% of all schools are connected to the Internet, and more than 33% of teachers have Internet access in their classrooms. Yet teachers readily admit that they are not making as much use of technology as they could. According to an Education Week survey, nearly 30% of teachers said their students use computers only one hour per week; nearly 40% said their students do not use computers in the classroom at all (Trotter). Although technology is more prevalent in the schools, several factors affect whether and how it is used. Those factors include placement of computers for equitable access, technical support, effective goals for technology use, new roles for teachers, time for ongoing professional development, appropriate coaching of teachers at different skill levels, teacher incentives for use, availability of educational software, and sustained funding for technology.

Access to technology is an important issue for teachers and students. Although schools may have computers available, one factor that determines their use is where those computers are located. If computers are connected to the Internet but are not in a convenient location, the availability to students and teachers will be limited. To make the best use of limited connections and equipment, schools can explore various strategies for allocating computers.

The standard computer lab is commonly used in schools. If the use of the computer lab is carefully scheduled, it will provide high equipment utilization; on the other hand, keeping the computers in one place may be a barrier to using them on a continual but intermittent basis as a part of the curriculum. Some schools prefer to place computers in the regular classroom. These computers often are distributed through incremental roll-out. In incremental roll-out, technology is given to a limited number of classrooms at first and then expanded to an additional classroom each year. Another practical strategy is to have computers available through mobile computer labs. In this strategy, the computers are placed on small carts or desks with wheels so they can be moved to the area of need. In some schools, however, each classroom may be allocated only one computer. A valuable tool for a one-computer classroom is a projector or large monitor that teachers can use to make the computer screen more visible to students; the teacher can use the computer or have students take turns using it, and the increased visibility enables the rest of the class to see their efforts. Some schools have chosen to start with their Internet connection in the school library. This location necessitates that the library-media specialist is aware of educational sites to supplement students' classroom activities. The library-media specialist also needs to work with teachers and the technology specialist to determine the best use of the equipment. Without continuous technical support, technology integration in the classroom will never be satisfactorily achieved (Bailey & Pownell, 1998). Most teachers have heard horror stories about equipment failure, software complexity, data loss, embarrassments, and frustration. They don't want to be left hanging with 30 students wondering why nothing is working the way it is supposed to be. When teachers are trying to use technology in their classrooms and they encounter difficulties, they need immediate help and support. "Helping technology users while they are actively engaged with technology at their work location is probably the most meaningful, essential and appreciative support that can be provided," advises Brody (1995, p. 137). "Real learning takes place (or stops) when actually trying the new skills," states McKenzie (1998). "The best way to win widespread use of new technologies is to provide just-in-time support, assistance, and encouragement when needed. Not tomorrow. Not next week. Now!"

The best situation is having a technical specialist in the building whose role is to provide technical support on a full-time basis. "Hiring an on-site technology coordinator is the single most effective action a school administration can take when embarking on technology integration," contends Clifford (1998).

Technology is not transformative on its own. Evidence indicates that when used effectively, "technology applications can support higher-order thinking by engaging students in authentic, complex tasks within collaborative learning contexts" (Means, Blando, Olson, Middleton, Morocco, Remz, & Zorfass, 1993). Instead of focusing on isolated, skills-based uses of technology, schools should promote the use of various technologies for sophisticated problem-solving and information-retrieving purposes (Means & Olson, 1995).

In other words, new technology can be an appropriate vehicle for promoting meaningful, engaged learning. It allows students to work on authentic, meaningful, and challenging problems, similar to tasks performed by professionals in various disciplines; to interact with data in ways that allow student-directed learning; to build knowledge collaboratively; and to interact with professionals in the field. Technologies also can be used to promote the development of higher-order thinking skills and allow opportunities for teachers to act as facilitators or guides and often as a co-learner with the students.

One barrier to technology integration is the difficulty many teachers face in finding and using appropriate software for instruction (Glenn, 1997). Teachers at novice or apprenticeship stages of technology integration may need guidance in locating multimedia software and Internet sites to support the school's learning goals, either because they are unfamiliar with these media or because they feel overwhelmed by the profusion of software on the market and sites on the Internet. Lack of time and experience to make good decisions about what particular products or sites have the potential of fostering learning goals can make technology integration a frightening prospect. Glenn (1997) succinctly summarizes the challenge: "Problems exist with finding and using appropriate software or courseware for instruction. The number of high-quality curriculum materials has increased, and there is a wider variety; however, creating innovative learning opportunities for all students remains a fundamental challenge and elusive for far too many teachers."

Whenever possible, software-selection activities should involve teams of teachers. Teachers working together can plan curricular projects, develop and apply criteria for selecting software or Internet sites, engage in action research to evaluate the use of specific software or Internet sites, and reflect upon how their teaching is changing through technology integration. Teaming can facilitate technology integration, especially when teacher teams reflect on their degree of success. "When teachers engage with others in ongoing reflection about what they learned about the instructional use of technology, they are more likely to critically evaluate their own pedagogical practice and redesign their instruction," notes Brand (1998). Such peer interaction ranks high among teachers as an effective option for technology staff development.

Browne and Ritchie (1991) state, "Teachers exposed to trainers who model the progressive nature of knowledge in educational technology often have their fears alleviated and are provided with the confidence to pursue the use of technology in their classrooms" (p. 30).

Goals:

- The school's technology plan clearly identifies learning goals to be achieved through technology.

- Technology supports the instructional learning goals. It is integrated into instruction in meaningful ways so that it contributes to the attainment of high standards by all students.

- Technology is used for challenging, long-term projects that promote students' higher-order thinking skills instead of merely for drill-and-practice programs to improve basic skills.

- All students have opportunities to use a variety of technologies to support their work on authentic tasks.

- All technology is in operable condition and is being used effectively and to the maximum extent possible.

- Just-in-time technology support is available for teachers and students.

- There is a flexibility in managing the technology to ensure that all students and teachers have equity of access.

- Professional development is considered an important part of the technology plan and the technology budget.

- The professional development component of the technology plan ensures that every teacher has allotted time throughout the school year for professional development relating to technology and its integration into the classroom.

- Professional development in technology is directly applicable to the classroom situation.

- A diverse portfolio is in place to ensure that funding is available to support technology and ongoing professional development.

References:

1. Bailey, G., & Pownell, D. (1998, November). Technology staff development and support programs: Applying Abraham Maslow's hierarchy of needs. Learning and Leading With Technology, 26(3), 47-51.

2. Brand, G. A. (1997). What research says: Training teachers for using technology. Journal of Staff Development, 19(1). Available online: http://www.nsdc.org/library/publications/jsd/brand191.cfm

3. Brody, P. (1995). Technology planning and management handbook: A guide for school district educational technology leaders. Englewood Cliffs, NJ: Educational Technology Publishers.

4. Browne, D. L., & Ritchie, D. C. (1991). Cognitive apprenticeship: A model of staff development for implementing technology in schools. Contemporary Education, 63(1), 28-33.

5. Clifford, W. (1998, August/September). Updating teachers' technology skills. Momentum, 29(3), 34-36.

6. Glenn, A. D. (1997). Technology and the continuing education of classroom teachers. Peabody Journal of Education, 7(1), 122-128.

7. McKenzie, J. (1994, May). From technology refusal to technology acceptance: A reprise. From Now On, 4(9) [Online]. Available: http://www.fno.org/may94fno.html

8. Means, B., & Olson, K. (1995). Restructuring schools with technology: Challenges and strategies. Menlo Park, CA: SRI International.

9. Saye, J. W. (1998, Spring). Technology in the classroom: The role of dispositions in teacher gatekeeping. Journal of Curriculum and Supervision, 13(3), 210-234