When reading scores are down, how should one proceed?  There are many responses - one of which is to throw money and technology at the problem.  I saw this recently.  I was told 10 computers were purchased for my school for a new “swell” reading program.  OK, so why am I concerned?

First of all it is a tough budget year.  I didn’t think we had money to make such a purchase.  Secondly, no furniture was purchased and it appears no thought was given to where the systems would reside, their power needs, and their connectivity needs.  They just came in from “over the wall”.  Maybe the program they were purchased to support is the greatest thing ever…but wouldn’t the software run on systems we already own?  Wouldn’t the programs run in a thin-client environment where the expense, power, and connectivity needs could have been minimized?

There seems to be a process that must be followed when a teacher wants to purchase technology.  There is a bottom up review policy which includes the tech folks, the building administrators, and the curriculum supervisors and ultimately, central office.  But the process does not apply when started at the top.  Oh well, don’t look a gift horse in the mouth you say?  Were all the licenses purchased for these systems?  Can they be used for other purposes?  Are the teachers onboard - the ones that will have to use this program?

Well, maybe.  But surely this isn’t the best way to implement programs.

Post a Comment