November 2004 — Features

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The Paradox of Integrating Handheld Technology in Schools: Theory vs. Practice

By Autumn Tooms, Michael Acomb & Jason McGlothlin, Kent State University

These two groups simply do not have equal amounts of time available to surf the tsunami of technology out there. Thus, all the responsibilities of adhering to a vision of integrated technology become something of a side dish; one more thing to do in the midst of training for crisis intervention and standardized test score elevation. School leaders are often reluctant to participate because they simply don’t want to invest their time in learning about something which they are not all that convinced is useful for them.

The logical retort to this administrative perspective is that an initial investment in quality technology training - in a context that is relevant for leaders - can foster exponential results. In reality, what happens is that time becomes a bargaining chip between curriculum facilitators and administrators who are trying to prioritize what principals should be focused on during district-sponsored training meetings. Technology often loses out to more pressing issues such as textbook adoption updates, literacy program training, and program alignments to state standards. Therefore, technology education is often placed in the “some is better than none” category. Unfortunately, some training may only serve to alienate an administrator who lives in a world of immediate results even further.

To decide where you are in terms of embracing the technology you personally use, consider the following questions for yourself and your principal:

  • What are the pieces of technology that the district has provided me with?

  • Do I use these pieces? Why or why not?

  • Initially, am I willing to sacrifice a little efficiency for a lot of effectiveness in the long run as a leader?

  • What are the small things that I can convert to technology use today which won’t take much time to learn? What could I do differently now?

  • What technological tasks can I strive to learn for the long-term future if I start small and work my way up (baby-stepping is the key)?

  • Am I willing to take the same kinds of risks that I ask my teachers and students to take when they are learning new things?

  • Will I be able to laugh at myself when something g'es wrong (and it will)?

Implementing the Vision

How you see yourself fitting into the continuum of technology use and implementation is the first step in determining how you see the vision for your school unfolding. Knowing what you value in terms of technology will help you decide what you value for your school. The first step in determining the reality of implementing your district’s vision for technology is as simple as sitting down and listing the following three lines of expectations for yourself:

  1. What do I expect to see in our classrooms and offices in terms of technology?

  2. In terms of technology, what types of behavior do I expect to see in our teachers, support staff and administrative staff?

  3. What behaviors do I think I need to model for my school and community concerning the use and value of technology in education?