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Crisis: Technology Implementation in Schools
by Leslie Wilson


 

One of Project RED’s key findings is that schools are in a technology implementation crisis(©2010 Project RED). While educators may know technology best practices and how they impact teaching and learning, those activities have not become part of the system as routine nor are they consistently applied across the 997 schools examined in the study.
 
Hundreds of interrelated factors make up the complex system of effectively implementing education technology. The failure to apply just one factor can seriously impact the success of the implementation.   For example, one commonly reported problem is a lack of leadership that understands real school reform and how to lead in a system that is dramatically changing. A leader who is able to ensure the migration from traditional to 21st century teaching skills is needed to successfully transition to strategies that create sustainable technology rich programs.
The Project RED survey size dictated the number of factors (35) that were considered to have the greatest impact on academic and financial success. From those 35 factors, we identified the nine key implementation factors (KIFs) that are linked most strongly to the education success measures defined in the project.  
 
Key Implementation Factors (KIFs)
 
  • Intervention classes: Technology is integrated into every class period.
  • Change management leadership by principal: Leaders provide time for teacher professional learning and collaboration at least monthly.
  • Online collaboration:  Students use technology daily for online collaboration (games/simulations and social media.)
  • Core subjects: Technology is integrated into core curriculum weekly or more frequently. 
  • Online formative assessments:  Assessments are done at least weekly.
  • Student/computer ratio:  Lower ratios improve improve outcomes.
  • Virtual field trips: With more frequent use, virtual trips are more powerful.  The best schools do these at least monthly.
  • Search engines:  Students use daily. 
  • Principal training: Principals are trained in teacher buy-in, best practices, and technology-transformed learning.
 
Figure 1.1: Number of Key Implementation Factors in Use
 
A mere 1% of respondent schools have implemented all nine KIFs. Most schools have implemented fewer than three.   Money/funding is not the issue here given the nature of the nine items. 
 
Our team labeled this a crisis. Occasionally we visit a 1:1 school or meet leaders at conferences, and we are asked to comment on the value of their technology implementation.   Without exception, the 1:1 schools that are performing poorly or only marginally better than non-1:1 control schools are addressing very few of the KIFs. We also sadly find considerable resistance to the concepts of KIFs and their impact.
 
Clearly, having the ‘stuff’ in a school does not guarantee success or progress toward established goals. In the medical world, the prescription and regimen associated with a drug is as important as the drug itself, and positive and negative drug interactions must be reviewed. The same applies to education technology. Implementation best practices are crucial.
 
The Project RED data and follow up interviews show that schools are either unaware and/or ignoring the implementation best practices.  Even when schools are aware of best practices, they may choose to ignore them for reasons of politics or expediency, leading to sub-optimal results. 
 
These findings show that providing a computer for every student is the beginning, not the end, of improving student performance and transforming schools to 21st century systems.
Leslie Wilson is President of One-to-One Institute (OTO), a national not-for-profit serving schools, districts, states and countries in their implementation of 21st century teaching and learning. She is co-authoring the national research initiative, Project Red (www.projectred.org).  Ms. Wilson’s consultancy, Wilson Public Sector Consulting, LLC, serves the education industry. She holds a BS Ed and completed Ed Leadership doctoral work from the University of Michigan, Sp Ed Administration endorsement from Eastern Michigan University and M. Ed in Instructional Technology from Wayne State University. lesliew@one-to-oneinstitute.org

 

  • Anonymous on Tue, 08/31/2010 - 22:32

    I would like to see a graph comparing schools that have imployed all 9 implementation factors. Is there a test that shows academic improvement or minutes of collaboration, etc?

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