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Image of students and teacher, top half The KEYS 2.0 Online Action Guide
Image of students and teacher, bottom half Welcome | Introduction | About the KEYS Action Guide
KEY 1 | KEY 2 | KEY 3 | KEY 4 | KEY 5 | KEY 6 | NEXT STEPS | APPENDIX
key 5 INTRODUCTION | RESOURCES | SUCCESS STORIES
Indicators 1 |  2 |  3 |  4 |  5
KEY 5 - INDICATOR 1
Computer hardware and software supplies are adequate for students and teachers.

This indicator, which focuses on both student and teacher needs, identifies some of the physical resources that have been found to support teaching and learning in effective schools. It examines whether your school is equipped with the computer hardware and software required in instructional activities.

A 1995 survey by the U.S. General Accounting Office (GAO) revealed that three-quarters of schools have sufficient computers and television sets, and about twothirds have sufficient printers, videocassette recorders, and access to cable television. Very large numbers of the same schools, however, report insufficient wiring to plug in a computer. Staff development was an even more difficult issue.

In the following activity, focus on both student and teacher needs.

DISCUSSION QUESTIONS
  1. What types of technological resources currently exist in your school?

  2. What are the school improvement priorities?

  3. What is the relationship between your technological resources and your school’s improvement priorities?

  4. How are existing resources managed and used?

  5. What adjustments are needed?
ACTIVITIES
  • Form a study group to assess how current technological resources might help improve agreed-upon outcomes, ascertain if a change in technological resources might better accomplish agreed-upon goals, and evaluate ways to more effectively accomplish goals using technology.

  • Assess current technological practices as part of an ongoing investigation of what works and what doesn’t work for children. First determine how much agreement exists about curricular goals. To do this, examine the results on Key 1 (agreement on goals), Key 2 (nonthreatening communication), and Key 6 (curriculum and assessment). Then determine if there is alignment between the goals, curriculum, and instructional practices. Look for gaps between desired and actual outcomes. If there are gaps, determine if they relate to communication, assessment practices, knowledge of what to do, specific resources, or a combination of factors. Investigate where problems are located and if new technologies might be useful in their solutions.

  • Once the study group has completed the needs analysis, participants can then investigate where problems are and if new technologies might serve in their solution.

  • The study group can then collect data on technological programs and approaches, making sure that the whole staff has agreed that the data are worth investigating.

    An evaluation team should analyze the data and present its findings to the staff for consideration and action. The evaluation team should not judge effectiveness but collect data for school staff decision making.
 

Welcome | Introduction | About the KEYS Action Guide
KEY 1 | KEY 2 | KEY 3 | KEY 4 | KEY 5 | KEY 6 | NEXT STEPS | APPENDIX

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© 2002 by the National Education Association