A few months ago I ranted about how our IT department is adamant about not wanting Chromebooks to be used in our schools. If a technology is not blessed by Microsoft, they really don’t want to talk about it.
Now, however, things may be changing – a little – whether IT likes it or not.
A small group of principals here in the overly-large school district decided to bypass the usual bureaucratic channels, along with all the IT denials, and took their case for Chromebooks to directly our Deputy Superintendent (with a great deal of support and encouragement from our little cheering section).
To our surprise, he approved their proposal to purchase a limited number of the Google-based devices to test in their schools. The initiative only involves a few classrooms in
five six schools so we certainly aren’t talking about any major shifts in thinking. But potentially it does represents a big crack in the IT barriers.
Of course, nothing is ever simple in our world. As you might imagine, our CIO1 is not happy.
The “Nonstandard Computer Exception Request” she signed (required by regulations) includes this pissy little declaration: “No requests for hardware or software support associated with these devices will be made to IT personnel.” It also forbids the schools from using the standard Google administrative dashboard to manage the Chromebooks, conveying the message: this is our sandbox, keep your crappy toys out.
So, IT is essentially treating these as BYOD devices2 and clearly trying to set up this project for failure. We on the instructional side, are doing our subversive best to make this initiative a success, with a big assist from our Google Education rep. More to come as we see how things play out.
One more thing about Chromebooks.
I’m not going to tell you that they are the ideal instructional device or that they will magically transform learning in our schools. They have plenty of flaws as a classroom tool3. Same with the iPad, another popular choice by schools over the past couple of years and also hobbled for effective use by the barriers erected by IT.
No computing device by itself is going to change public education. The technology must be accompanied by a whole new approach to pedagogy and curriculum, along with huge shifts in thinking from teachers, administrators, parents, and kids.
And, at least in our district, a major alteration in IT attitude – from obstruction to support.