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• W343119742 abstract "FACED WITH THE CRITICAL task of making sure her computers are kept up and running, Christine Lorenz, technology director of St. Matthew's Parish School in Pacific Palisades, CA, was being stretched too thin. In addition to managing the technology program, training teachers in technology, and teaching classes, she was the one and only member of the tech support team. Trying to do it all herself just wasn't working anymore, so Lorenz hired two part-time tech support staffers to focus on network administration and hardware support for the 200-plus computers and various systems on the school's campus. The hiring of staffers, however, has turned out not to be a cure-all, Lorenz now says. Problems unique to K-12 tech support remain. We found that although their main role is technical, the support staffers still needed special training in working with students and Lorenz says. What works in business isn't always right for schools. One of my main roles is constantly questioning our decisions regarding technology to make sure that educational needs always come first. Lorenz's dilemma is common in schools, where tech support quality doesn't always stay in step with the expansion of technology. A report from the Consortium for School Networking (CoSN), Taking TCO to the Classroom (classroomtco. cosn.org.html), reveals that schools have low levels of tech support compared to businesses of comparable size. Most businesses strive to have one on-site tech support person for every 50 computer users; however, many schools have fewer than one full-time tech support person for every 500 computer users. Making matters even worse (as it did in Lorenz's case), the people responsible for providing support in schools often have other duties that may include teaching or fixing any technology--e-mail, phones, networks, and security systems. Still, you don't need a stack of research to know that a malfunctioning computer is a major impediment to technology integration. And studies do show that lack of timely technology support is a major factor in limiting a teacher's use of technology in the classroom. The question is how to solve that problem, given the decreasing budgets and increasing complexity of technology found in schools. The Bleeding Edge Schools hoping to provide up-to-date technology opportunities to students often face a no-win situation. As they try to encourage innovative uses of technology by students and teachers, this creativity hits the so-called of technology. Lacking sufficient bandwidth, and thus unequipped to deal with anything out of the ordinary, less imaginative, overworked technical support staff may unintentionally end up discouraging the provocative use of technology. They find themselves taking a defensive, circle-the-wagons approach to technology implementation issues simply because they have no way to cope with any deviations, even when those deviations might be educationally appropriate. Schools continue to experiment with ways to provide that leading edge without the bleeding edge. In California, the South Bay Advanced Educational Technology Consortium (AdTech; www.adtech.org) is an organization made up of technology leaders from 14 public school districts, along with university and vendor partners. The consortium members' approaches to technical support vary widely, yet what is uniform among them is the belief that no single method has been fully successful due to limited funding resources and lack of qualified personnel. …" @default.
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• W343119742 date "2005-12-01" @default.
• W343119742 modified "2023-09-23" @default.
• W343119742 title "Keeping Tech Support in Step with Technology: Maintaining a Thriving, Leading-Edge Learning Environment Requires a Reliable Base of Tech Support. but Building That Base Is No Easy Task" @default.
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