Technology challenges in K-12 education

Marriage technology and education has proved difficult. This is especially true of a large urban school environment that is faced with incorporating technology in two areas. The business sector needs to manage student data, finance, infrastructure and evaluation services. The education side needs to monitor the community needs of their children.

Some of the larger school districts serve over 175,000 students and free staff 20,000. The budgets for managing these institutions usually come from federal, state and municipalities with taxes, bonds, etc. There is a clear explanation of how the money is poured into public education is spent. This debate became even greater after the government began to collect and distribute billions of dollars through the E-rate program.

When the schools began to receive it, the public assumed that the issue of technology in schools would be addressed immediately. It did not happen. In fact, for the big school provinces, it introduced new challenges for technology managers. The e-rate program is very complicated to participate in and report on. The funds are directly linked to the number of children who receive free or reduced lunch lunch (other government plan).

In a typical large urban school district, you must have schools at both ends of the spectrum. Those living in the neighborhood will have a strong PTA, active participation in the neighborhood and students who are interested in learning. At the far end of the spectrum you will have a school with little parental participation, old facilities, high strength of poor children and small business / community participation.

E-rates are based on the second group of schools. It provides things like internal wiring, internet services and networking. What does not do for computers or software to connect to these systems. The idea was that the schools could use the funds they saved on the E-ratio, which were given items for buying computers and software. Sounds good, except for many regions budget for wiring upgrade, increased bandwidth, or route replacement.

At the beginning of the days of E-ratio, some provinces worked by purchasing the same items for the same school every year. They would then transfer the older devices to schools in the province that did not participate in the E ratio. That loophole and many others were soon closed. Large schools are now scrambling to meet the technical requirements with fewer dollars available.

Some regional leaders are concentrating on the schools that need the most. They get new computers, new software and new teaching techniques. The schools in the welfare area have similar actions, unless they have to rely on parents, PTA and local businesses to make it happen. These schools now ask for an equal distribution of electronic communications companies.

It is the responsibility of regional leaders to join technicians who know how to remedy this and other technical tests. Half-skilled teachers or appointed hackers are not the way to solve such problems. Immediate attention is needed. Remember that for each four-year plan, the child's pre-primary school will be halfway through primary school before anything happens and the ninth grade will be removed from the system.

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