June 2002 — Features
Print this article | Email this articleClick here to receive your FREE subscription to T.H.E. Journal
Build It and They Will Not Necessarily Come
There were 25 comments con-cerned with the provision of notebook computers. Of these, 19 were positive and six were negative. Both positive and negative comments were evenly spread among coordinating committee members, entry-year administrators and mentors. The most frequent positive com-ments centered on the general usefulness of the notebooks. The negative comments contained the need for a more powerful computer, as well as the need for better training and help in using the computer.
There were 31 comments about the program's Web site. Of these, 12 were positive and 19 were negative. The positive comments came evenly from committee members, entry-year participants and mentors. The negative comments were unevenly spread among committee members (three), entry-year participants (nine) and mentors (seven). The suggestions were used to improve it in its present location or to move it to the state level.
There were 23 comments focused on the technology training. Of these, two were positive and 21 were negative. The comments were evenly distributed among committee mem-bers, entry-year principals and mentors. The comments favored better hands-on training that was earlier and more helpful throughout the course of the program.
In April 2001, program participants met for the last general meeting of the program. A key purpose of the meeting was to generate policy recommendations for state licensure of beginning principals. Technology was one of seven areas in which the participants developed recommendations.
Conclusions
The central question of this study was whether the Northeast Ohio Principals' Academy EYP Web site had accomplished its four objectives in 1999-2001. Multiple sources pro-vided evidence that the Web site was not effective in accomplishing its objectives. Those seeking to use a Web site for similar professional development purposes should consider the following seven lessons:
1. The leaders of the program, and the Web site administrator in particular, acted on the mistaken assumption that a good technology idea would create sufficient interest and motivation to prompt effective adoption. This was a highly consequential error. The excitement of participation in an important policy initiative, the incentive of a free notebook computer and the attractive resources available through the Web site were not sufficient enough to ensure the site would be used.
2. The training provided in the use of technology was inadequate. The level of detail that was provided in the training handouts was more than could be effectively communicated by a simple review followed by questions. Purposefully planned instruction was needed. The content should have been broken down into digestible packets, ample time should have been allotted to explication, and hands-on lab experience should have been provided to help participants interpret and use the technology information.
3. The training assumed a certain degree of comfort and confidence on the part of the participants in using PC technology. In fact, not all participants had received extensive technology exposure in their graduate education, and not all possessed familiarity with the state's educational management information system. The participants reflected a variety of readiness that influenced the level of learning and use of the technology. The training should have been more thorough and flexible to address these levels of readiness.
