Technology in urban schools

Eileen M. Gallaher examines the gaps and challenges which exist in urban schools having access to computers in the classroom that are wired to the Internet. This examination is conducted in Chicago Public Shools where many schools are being modernized. The federal E-rate program, which provides funds to assist low-income schools to build the infrastructure needed to support a LAN and to ensure Internet connectivity, is touted as a major force in this movement. Additionally, a component of the E-rate program forces the often-neglected set-aside of certain monies for periodic computer and software upgrades.

Although no direct examination is made of the challenges faced by rural schools, they are alluded to in the conclusion. Here, Gallaher writes that “(N)ational surveys show that the schools least likely to have classrooms connected to the Internet are urban schools” (LeBaron & Collier, p. 40). This is corroborated by a recent article in neatoday which described the situation in rural schools as a setting where, among other things, (T)he students benefit from a low student-teacher ratio; access to technology (there’s nearly one computer for every student, all with wireless Internet connections); a built-in tutoring system…; and a sense of community” (Long, p. 38).

On technology literacy in the teacher population, the situation described in the article is similar to that at our school. “Even if schools are wired and have equipment, the appropriate use of these tools is not evident. Large-scale professional development programs are not in place to change teaching styles” (LeBaron & Collier, p. 35). What is most discouraging, however, is that few of the teachers in our school see the benefit of bringing their students to the computer lab. A quick perusal of the Computer Lab sign-up sheet reveals that it is always the same teachers who are bringing their students to the Computer Lab.

Gallaher describes the tension which exists between using funds for technology and/or technology improvements and using school funds for the more immediate benefit of securing additional personnel. A similar situation presents itself where I teach. Over the last couple of years a steep increase in the Hispanic population of the school has made this debate real. On a positive note, the difficulties presented by this new reality are prompting a new openness on the part of the administration to experiment with the potential benefits offered by the use of technology. Desperation may actually lead to changes for the better.

Sources:

LeBaron, J. & Collier, C. (Ed.). (2001). Technology in its place: Successful technology infusion in schools. San Francisco, CA: Jossey-Bass.

Long, C. (2006, November). Pioneer spirit. neatoday, 25, 3, 38-41.