At least the way it’s done around here, it is.
For evidence, I offer the 32-page full-color glossy supplement that came stuffed in this month’s eSchool News.
It’s called New take on ed-tech in the Old Dominion (.pdf file) and it’s supposed to tell the “remarkable story” of education technology in the overly-large school district for which I work.
The only problem is that there’s very little about education in there. It’s almost all about boxes and wires, network infrastructure and administrative systems. With plenty of mentions of vendors who probably paid for the publication.
But that’s not surprising. The people profiled in those pages are all from our technology support department. Their jobs have nothing to do with instruction. Most have never taught children.
Understand, I’m not knocking any of them. They and the other folks in IT work really hard to keep everything running. For the most part, we all work well together (although I’m pretty sure the big boss in IT doesn’t like me :-).
My complaint is that they are our district’s spokespeople for using technology to foster teaching and learning by default.
Almost none of our instructional or curriculum leaders have a good, solid understanding of how all these computers and networks can be used in the classroom.
Worse, they have no clear vision of where we should be going with all this.
But I wonder, is the situation different in other overly-large school districts?
Ok, now that I’ve gotten that little rant out of my system, I wonder how much trouble it will get me into.