The Edublogs Magazine

Standing near the water fountain with a photocopy of the new semester schedule changes, the buses gone for the day, and the dust is slowing settling, and most of the less retentive teachers are dashing home or to the grocery store for milk and cigarettes. The teacher glances at the document and notices that students would not have a specific period each day for computer skills. The school day had been changed. No one likes change except babies with dirty diapers.

Passing the principal shuffling along the hall, the principle throws up his hand and tries to smile as he mumbles, “Have a good day?”

The teacher smiles. “Wonderful, just wonderful. Excuse me, but am I going to teach computer skills this semester?”

Without even slowing down as he disappears around the corner, the principal lightly replies, “I will have to call and see if you are highly qualified to teach it.”

Dodged again. Since the No Child Left Behind Act (NCLB) hit the schoolyards of the United States, changes have been apparent. Not that the teacher dislikes change, but how were the students going to master spreadsheets, databases, and web page design if they had no computer skills class? Surely someone had bumped his or her head along their way to Congress. Do people really think that a high school language teacher with two computers and twenty-six hormonal teens has time to teach computer databases?

Some argue that it is teachers, not children, that have been left behind.

For years, the teacher in the hallway taught computer skills in addition to a core subject. Not all teachers have degrees in what they teach. Teachers have personal interests and some are talented in areas outside courses taken in college, and for years, school systems have taken advantage of these “special skills.”

In the 70’s, computers filled entire floors in universities. Entering data was accomplished by using punch cards. Teachers educated during that time took keyboard training in high school only if they wanted to work as a bank teller or become a secretary. Students interested in science never graced the doors of those classrooms. Times are much different today.

The teacher participated in every technology-related professional development opportunity as far back as the TRS-80 training from the Tandy Corp. When computers entered the classroom in the early 90’s, classes were lead by teachers trained in computer technology through classes and on their own time. The teacher had spend hundreds of hours helping fellow teachers to make sure their printers are plugged in if they do not print, and that the little black piece of plastic goes in the slot on the front the square box under the TV with the label facing up, not down, and basically teaching the teachers how to use a computer and training fellow teachers to use a cryptic grade book program, and facilitated Microsoft Office training. Then, as the web developed, taught teachers to create web pages using FrontPage and Dreamweaver. Technology was the future and some fell in love and others dodged it like the plague. But no one handed out certificates of accomplishments to those who did all the teaching and training work without the credit.

This is not unique to schoolyard. Parents, students, tax payers, lottery junkies, state and federal governmental agencies have a stake in teachers waving a magic wand over the heads of students and making them 21st Century Learners/Leaders/Sunday School Teachers.

As for working with students, the teacher taught several semesters of classes with students trying to pass a high stake required computer skills test. Students with learning and behavior challenges stump even the most seasoned administrators and teachers, yet the computer fascinated and kept they going. With the upcoming computer skills test a brick wall for so many students, where were they going to be with no computer skills course in the new teaching schedule?

The next morning, the principal came by the teacher’s classroom and told the teacher that NCLB federal regulations do not apply to non-core subjects like computer skills.

“Computer skills are non-core?”

In a very official tone, the principal fired back, “That is what ‘they’ said.”

The silence was deafening. Both knew the truth versus the myth. Both knew the budget of hundreds of thousands of dollars schools invested in technology annually. Yet, when arguing with the omnipotent “they” – you know there is no argument. Only compliance.

What happened to the computer skills class? Seems it was lost in the shuffle. Test scores published in the newspaper did not focus on computer skills. It is all about the “Three Rs”: reading, writing, and arithmetic.

From No Child Left Behind Act – Performance Goals”

By 2013-2014, all students will reach high standards, at a minimum attaining proficiency or better in reading/language arts and mathematics.
Performance indicators include the percentage of students in the aggregate and for each subgroup that are at or above the proficient level on the State’s assessment in reading and math. Indicator also includes a requirement that schools make adequate yearly progress (as defined by TEA).
Performance Goal 2: All limited English proficient students will become proficient in English and reach high academic standards, at a minimum attaining proficiency or better in reading/language arts and mathematics.
Performance indicators include the percentage of limited English proficient students (by cohort) who have attained English proficiency by the end of the school year. This also includes those students who are at or above the proficient level in reading/language arts/math on the State’s assessment.
Performance Goal 3: By 2005-2006, all students will be taught by highly qualified teachers.
Performance indicators include the percentage of classes taught by “highly qualified” teachers, the percentage of teachers receiving “highly qualified” professional development, and the percentage of paraprofessionals who meet the definition of “highly qualified.”
Performance Goal 4: All students will be educated in learning environments that are safe, drug-free, and conducive to learning.
Performance Indicators include the number of persistently dangerous schools, as defined by the State. Students at these schools have the option of attending another school.
Performance Goal 5: All students will graduate from high school. Performance indicators include the percentage of students who graduate from high school with a regular diploma, and the percentage of students who drop out of school.

Teachers don’t need to choose being for or against technology. Rather teachers will have to learn how to benefit from it. How do schools overcome road blocks to classroom teachers accessing blogs, wikis, and learning tools which are relevant to the lives of 15 year old students? How can school make a clear and critical analysis of what it takes to make these useful and distracting tools? How best might we use information technology to enhance the educational process?

How will our schools fight this battle may decide who wins the war. Are schools doing all they can to prepare students that do not have access to a computer from the time they are born until they can afford to buy their own computer while earning minimum wage flipping burgers?