Helping Teachers use Technology: Redefining the Support Roles
Randal D. Carlson, John S. Gooden, Georgia Southern University
Society for Information Technology & Teacher Education International Conference, ISBN 978-1-880094-28-0 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
Without question, the amount of technology in our schools is expanding rapidly (Bluhm, 1988). But with this expansion comes new requirements for training users and installing and maintenance of the equipment (Odvard & Kinnaman, 1994). At the same time, schools are being squeezed for funds to support new mandates and to expand the technology base (Halstead, 1992). An initial look at the personnel who may be charged with the responsibility of supporting these new technologies produces several likely candidates — the technology specialist, the media specialist, teachers, students, and outsource providers. Can school districts support the new wave of technology that is coming into our schools with the current support structure? Is personnel training planned and supported systematically? This paper addresses these questions by contrasting the expanding and changing roles of the two major support providers, the technology specialist and the media specialist, who seek to better support the new technology boom that we see in our schools
Carlson, R.D. & Gooden, J.S. (1998). Helping Teachers use Technology: Redefining the Support Roles. In S. McNeil, J. Price, S. Boger-Mehall, B. Robin & J. Willis (Eds.), Proceedings of SITE 1998--Society for Information Technology & Teacher Education International Conference (pp. 403-406). Chesapeake, VA: Association for the Advancement of Computing in Education (AACE).