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Effective Planning and Implementation of Computer Technology in Schools

In today’s world, the workplace has been transformed. Computer technology is present to one degree or another in virtually every job or profession. To prepare students adequately for the workplace we must recognize that integrating computer technology into the classroom is essential. To execute this integration properly, careful planning must precede implementation. Visit online techtodaytips.com for more details We must be prepared to explore different means of implementation inasmuch as there is no perfect system or a “one size fits all” software program. Each institution must decide to what degree they will implement technology and how quickly they will do so. It is also important to appeal to educational leaders for support as well as gathering preferences from both teachers and students.

In his article, “Investing in Digital Resources” David McArthur explored the notion that the decision regarding whether or not to use technology as an educational medium has already been made. What must be done is plan carefully to ensure that the long-range goals of technology integration are properly served.

The leaders in higher education must “plan for and invest in e-learning.” (McArthur, 2004, p3) E-learning has become an accepted method of education just as the “Web” has been accepted in business and at home. Integrating the newer technologies to supplement existing learning has become imperative. When planning is performed correctly, the educational environment should be able to use technologies to increase teacher/student communication, enhance faculty morale by use of an “on-line resource center,” (McArthur, 2004, p2) use web-based programs to enhance recruitment, and better prepare students for the workplace.

There are potential problems that must be overcome when planning for technological integration. First, the technological options are myriad and only a few will be appropriate for a given school or college. Second, while many institutions become accustomed to the idea of augmenting their educational system via e-learning, it can be troublesome and radical.

Some key issues in the potential success in the adoption of e-learning can include (but is not limited to) the school or college’s present computer network capacity, the willingness of the school’s leaders to support change, current or probable resources, the potential accessibility of the e-learning services by the students.

In looking at a comprehensive long-range plan, there are a number of options available. One is “Staged Implementation.” (McArthur, 2004, p4) While the critical planning should be virtually complete, not all components of the final plan need be in place at the outset. A planned multi-year plan of implementation can be used. Not only does this allow for the development of resources, it is possible to troubleshoot elements as each stage progresses. Another is “Appropriate Outsourcing.” (McArthur, 2004, p4) Not every educational institution has the in-house resources (personnel, tools, equipment) to implement even a staged plan. Outsourcing can be both cost and time saving. While it may be difficult to convince some leaders of the potential advantage in outsourcing, especially since this type of expertise “is regarded as an educational core asset” (McArthur, 2004, p6), drawing comparisons to the business world may help to demonstrate the benefits.

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