May 2005 — Editorial

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The Need for Technology-Based Tools (and Funding) in All Schools

By Dr. Geoffrey H. Fletcher, Editor-in-Chief

Dr. Geoffrey H. Fletcher, Editor-in-Chief Wenatchee, Wash., is a small city — about a three-hour drive from the Seattle area — located through a snowy pass, over the Cascades and down the eastern side into the Icicle Valley. Miles and miles of wheat fields are to the east, the foothills of the Cascades are to the west, and groves of apple trees just starting to blossom are everywhere. As I walk down the main street of this farming/ranching/tourist town in my speechmaking clothes, I feel as if I’m back in Texas with everyone in jeans, cowboy boots and 10-gallon hats.

I’m in Wenatchee to speak at a conference for architects, facilities planners and school administrators. My topic, “Enhancing Student Learning via Emerging Technologies,” is up against others such as “School Design With Security in Mind,” “Sick Building Syndrome” and “Facilities, Program Needs and Local Culture.” Fortunately, my session is full. During the Q&A period following my talk, the range of questions and comments reminds me of why we in technology need to go to conferences such as this. I mostly fielded the typical questions and comments: How do we get teachers to embrace technology? Are school people serious about wireless technology? What would you require regarding technology for a new middle school that will be in use for 50 years?

But then an individual queried, “My wife teaches special-education students. They don’t need all this technology, do they?” I looked at the questioner; he was serious and sincere. I quickly checked to see if I had become slack-jawed with my eyes bugging out. Luckily, my experience as a bureaucrat with legislators had been good training for unexpected questions like this. Mentally, I immediately dismissed a few possible responses such as the sarcastic, “No, they don’t need pencils or books either,” and the dismissive, “Yes, they do. Next question?”

What I should have done was touch on a variety of topics from the philosophical to the research-based to the practical. On the philosophical side, I should have said that all students must have the appropriate tools to do their jobs, just like all of us need tools — often technology-based tools — to do our jobs. For instance, a carpenter friend of mine makes lists on a PDA so that he is able to e-mail lumber and parts orders. I should have talked about the assistive technology research that Dr. Ted Hasselbring is doing at the University of Kentucky. I should have mentioned a few of the practical things technology can do, such as enlarge text and provide audio for people with impaired vision. What I will do is provide a copy of this month’s

T.H.E. Journal to the questioner in my session, because this issue addresses how I should have responded.

Practical Uses of Technology

This issue begins with the philosophical assumption that all students and teachers must have access to the appropriate tools to help students learn. Wang provides a review of the literature associated with using technology to teach languages, especially as it relates to acquiring a second language. Then Weir describes the results of interviews with disabled students who are taking her online classes. Based on this feedback, as well as research in the field, the author provides tips for people developing online courses to ensure students with disabilities will have easier access to the technology.