Session 6: School Management and Technology

In this section:

Case Study: Ed Harris

Readings
Definition of Terms and Related Web sites

Case Study: Ed Harris

The Dilemma.

"Yes, we are doing everything we can..We will have the Internet available to all our students at the beginning of this semester...es, I understand how important the Internet is for your son to get into a good college. We are doing everything humanly possible, Mrs. McCormick. Other district schools are getting this technology also, and our technicians cannot do everything at once...f course, I realize your son attends this school. And I assure you, our school will have the Internet by the time school begins."

Ed Harris hung up the phone. For a moment he wished he had taken several more vacation days before he returned to his office at Sequoia High School. As principal he knew he really would not have enjoyed taking the extra time, even though, God knows, he had earned it. He needed these two days to put his plan in action, or else his ideas for Sequoia High to have state-of-the-art technology matched with quality instruction would vanish in thin air. And not only Mrs. McCormick, the PTA president, would be telephoning him.

Why, he wondered, did the district wait until the day before his vacation to inform him the school's technology budget would be reduced to zero--and lose the Internet connection as well--unless he converted all the existing computers from Macs to IBMs? For a moment he saw the school's existing computer set-up: the computer graphics lab in the art room, the software for industrial drafting and architecture, a computer writing lab, computers for the keyboarding classes, the students' open lab computers next to the library, and in the science rooms. And the Faculty & Staff Technology Committee--he sighed, remembering the committee's decision to go with Macs--had plans for upgrading and training; they were all counting on the Internet connection to be ready for fall. He had started the committee and encouraged the faculty and staff from the beginning. Now Sequoia High was the envy of other district high schools, he knew that. Students and teachers concerned about technology and good instruction vied to come here. He also knew that the computers needed upgrading, additional maintenance, a new software management program for attendance record-keeping. Then the counselors wanted a better software program too.

He recalled the district Technical Coordinator's words: "We know your school is a technological showplace, but you understand I am sure..We cannot afford a server with connections to support both IBM and Macintosh. It's not that you don't have a choice. You can still keep the Macs. Just be aware that funds for the existing technology--you know, the upgrades, the user training and maintenance, all that networking and the Internet connection--won't be available if you keep the Macs. If you go with IBM, the district will replace all your Mac stuff with new IBM equipment. Yes, yes, I guarantee it--the equivalent or better, plus additional programs and computers and the Internet...r you can stay with Macs and use other parts of your school budget to pay for them. Or write a grant to get outside funding. Who knows? Perhaps you can persuade the parents to finance the technology with a bake sale or a raffle." The Technical Coordinator sounded dead serious.

Raffle indeed! With 20 percent of the students' parents able to give their kids just about everything and the other 80 percent struggling to maintain a working class status, well--that would be an interesting raffle.

So, by the time the telephone conversation ended, he realized there really was no choice. Sequoia High would convert to IBM. On the drive home from the family's camping vacation in Yellowstone, he devised a plan. If the district played hardball, well, he could play hardball, too. This transfer to IBM was a nuisance, but he was going to make it an opportunity.

"Jenny," he called as he got up from his desk and walked to his secretary's office, "send out a memo, please, to all the faculty and staff on the Faculty Technology Committee, to the president of the faculty association and to the district Technical Coordinator. Explain that they must attend an emergency meeting with me a 9 a.m. in the faculty lounge on Tuesday, the first staff development day before school starts, as well as another meeting on Thursday of that same week. Oh yes, and invite the PTA president to both meetings, and the parents of the student-body president and vice-president. Make sure the Technical Coordinator will be there, but only to the second meeting on Thursday. And please arrange for us to have coffee, juice and sweet rolls for both meetings..hanks."

He walked back to his office, turned on his computer and entered the title on a new document page: "Faculty & Staff Technology Committee Meeting Agenda, Tuesday, August 5." Underneath it he listed tentative topics. First, he would explain his decision to go with IBM and Windows 95; that would be brief. There might be grumblings, complaints, some anger but he could deal with that. He had all the financial facts available about what they would be giving up if the didn't go with IBM. Next item: Faculty and Staff Instructional Needs. With this topic he would turn the faculty's misgivings to positive action. The faculty would make a list of the technology they wanted, making sure they ended up with IBM equipment the equivalent or better than their existing Macs. They needed a technical coordinator at their school, the Internet connections, additional networking, and other improvements. The registrar's staff needed new software. Last but not least, staff and faculty would need additional training. He could almost hear them groaning about having to learn new tools. He would have to learn also, he reflected with annoyance. Maybe, just maybe, he could get one of those new multi-media laptops out of this technology transfer. And several for the faculty and staff as well. He'd mention that at the meeting.

"I'm sending you a file with the meeting agenda on it, Jenny," he called to her again. "Please include a copy of it with the memo..Okay? Thanks again." He opened a new file and entered some notes for his part of meeting. On Thursday, at the committee's second meeting, the district Technical Coordinator would be present. The faculty and staff would present their list of technology needs. And the coordinator would have to provide them with specific recommendations to meet their needs within a week. With all that settled, he turned off his computer and started on other tasks.


The Meeting

A week later, Ed Harris walked into the faculty lounge shortly before the Technology Committee meeting. He poured himself some coffee, sat down and looked over the agenda, mentally reviewing the names of faculty he could depend on for support: Judy Nelson in English, Matt Downing in science and also the new science teacher, Len Whitby in art, Luis Saldana in industrial drafting, and at least two of the social science teachers. They would have no trouble coming up with wish lists and they could prioritize their technology needs from an instructional perspective. The parents would support the faculty because they, too, wanted the Internet for their kids. It was a wise decision, he reflected, to establish that Faculty & Staff Technology Committee several years ago, even though some of the faculty complained initially and some still complained. You can't please everyone.

After he welcomed the faculty and explained his decision to go with IBM and Windows 95, he received the complaints he expected. He immediately suggested they draw up a technology list which would not only replace but upgrade and improve their existing Macs. They would present the list to the district Technical Coordinator at Thursday's meeting and receive his specific recommendations the following week.

"I'm assuming you are in agreement with my decision, given the choice we have." Mr. Harris continued unperturbed as he glanced at the faces around the table. Heads nodded in agreement; several mumbled ""yes" or "okay".

"We don't like it, but as you said, there really isn't any choice. But you know Ed,we ought to try to get more equipment as well as upgrade what we have, for forcing this change on us." Len Whitby, the art teacher, spoke up very seriously and deliberately. "It's a whole new ball game since our committee met last May. Not one of the computers in Graphic Arts is functional. And we're going to need additional ones for the other art room. Barry Noble, who's always repaired the machines in the past, has transferred to Lincoln High. The students' open lab, the one next to the library, can't be used because the anti-virus software has disappeared and all the printers are broken."

"All those items we'll add to the list," Ed replied. "There's no question we need a technical coordinator here at school, someone who is not an instructor. I've arranged for that. As for the equipment, not to worry. All the computers will be replaced with IBM equipment. Now what are the other areas with specific needs? Let's hear from each of you. What about the writing lab, Judy?"

"All the computers have card games installed on them," Judy Nelson explained. "Plus the basic skills software is not compatible with the network software we use for composition writing," She spoke vehemently. "I won't use that lab to teach writing unless someone makes those card games disappear forever, and until the basic skills software is replaced and the network really works." She turned to Luis Saldana who sat next to her. "At the end of last semester when I asked the students to revise their papers on the computers, they were playing solitaire instead. A total nightmare." Luis nodded his head sympathetically.

Then she added, "Also, we've got to rearrange the times when the language teachers use our writing lab. You know it's on the other side of the glass window wall separating my classroom from the lab. No one can think in my room when those students use that language program to practice their pronunciation."

Ed Harris turned to the science teacher, Matt Downing. "How is the situation in the science labs?"

"Well, we need computers in a location separate from the classrooms. Whenever I'm at the front of the room demonstrating, that's when the kids start at their computers. It's tough enough to get them interested in science without having to patrol computer use. Also, we really need computers in both the science rooms. We also need them to be networked. And--how could I forget--we've got to have some way to prevent kids from storing extraneous files on the computers and modifying other students' work. Actually, what I'd really love to have is a computer just for the instructor, with multi-media presentation capabilities, so the whole class can see the presentation before they begin working on their computers or doing their lab assignments."

"We could sure use two of those in our history classrooms," added Elisa Dalton, one of the social science teachers. "Wouldn't each of us like that in our classrooms?" She looked around the table for confirmation and received approving smiles and comments.

"What about industrial drafting and architecture, Luis? Any requests?" Mr. Harris looked across the table to Luis Saldana.

"We need additional computers..We keep getting more students each semester. And I have seen some new software I'd like to experiment with."


Making Connections

"The most important item we need in this school," the PTA president spoke up, "is the Internet. Every student needs to be able to use the Internet." Several other faculty chimed in to support her. Mr. Harris emphasized that the Internet installation would definitely be included in the IBM Windows 95 equipment. Then he turned to Melinda, the registrar's secretary. Throughout the meeting she sat very quietly with an intense expression on her face.

"The Internet will be available this semester, Mrs. McCormick. That's been requested and approved. Not to worry on the score" Mr. Harris replied as he turned to Melinda.

"You know, Mr. Harris, the database for keeping school records doesn't store items properly." She spoke very softly yet very forcefully. "It's getting so we have to tweak that management software all the time just to enter absences. And if teachers could enter their own grades--"

"Tweak? What kind of a technical word is that?" a teacher demanded accusingly. "And asking us to enter grades, that's adding one more chore. We're already overloaded and--"

Mr. Harris interrupted. "That won't be a problem. This is a perfect moment to inform you I am encouraging you to request an instructor's computer in each classroom, as well as replacements in the departmental offices." There were nods of agreement around the table and then a flurry of requests.

"I don't know beans about Windows 95. Who's going to train us? Will there be training offered during school time?" Two other teachers added this request almost simultaneously.

"Yes, we will have training provided during staff development days and after school. Some technicians from the district will be coming here. I am hoping some of the knowledgeable faculty here will assist. If they agree, we will have almost one-on-one help for you," Mr. Harris said with a smile. Thank goodness the district had come through as he requested.

"We will get e-mail, right? You approved that at our last meeting."

"Right. We will have it for sure." Suddenly Mr. Harris felt very tired. He refused to be discouraged, however, regardless of all their animated demands. He asked them for a list and they provided it. Sequoia High could still maintain its technological edge. He could hardly wait for the faculty to present their list to the district Technical Coordinator.

"It appears that new equipment could not be offered at a better time. I want to see all these requests--prioritized and in writing--so we can present them to the district Technical Coordinator on Thursday, day after tomorrow. And if you can think of other items, include them. None of you mentioned multi-media laptops. I think several of these for the faculty might come in handy...hen we meet with him next week we'll hear his specific recommendations. See you then!"

You have to keep believing, he reflected, that glasses are always half full, not half empty.

Readings

The following two readings presents ideas on the use of technologies in schools. The first provides an overview of the uses of technology to help school administrators, and the second reviews the literature on integrated learning systems. Take the time to read both articles.

Definition of Terms and Related Websites

Before viewing web sites listing software products, a clarification of terms is in order.

"Computer managed instruction" refers to any software program such as you are viewing now, which asks you to do specific tasks; some of these tasks may be done using the computer (such as reading the case study or posting your responses to a course forum). For other tasks the viewer merely carries out the instructions on the screen, such as "Read Chapter 21 of the text." On the other hand, "computer based instruction" presents all the instruction to the viewer who then completes it by entering the responses into the computer.

"School management software" does precisely what its name implies. This software allows schools to enter and store students' attendance records, grades, class schedules, etc. Databases accompany these programs or the manufacturer recommends a specific database which is the most efficient for use with a given software program.

An "integrated learning system" is a multimedia, interactive software program which instructs viewers in specific content. The content ranges from basic skills programs (which offer practice drills in topics such as decimals, fractions, spelling, and grammar, and also track individual's scores during each session and keep a running total of correct responses for a specified period of time), to topics in various content areas such as science, history, foreign languages (including practice in pronunciation and vocabulary). These software programs are available at various grade and reading levels, from kindergarten through college. Just as with the school management software, databases accompany these programs or specific ones are recommended.

These web sites give a sample of these software programs:

From private schools to universities, the link at Pick Systems provides an overview and further links to a variety of school management software products.

More than 700 school districts (most in Texas) use the RSCCC school management software.

The ADM 2000 school management software program uses a GUI and runs on both Macintosh, UNIX, and Windows platforms.

Or, try your hand at Altavista. Enter the keywords "computer managed instruction" or "school management software" or "integrated learning systems" and you will find many examples of the software programs defined.

Page author: Janet M. Hamann and Donn Ritchie
URL: http://edweb.sdsu.edu/courses/596r/module6/connect.html
Last updated: January 30, 1998