Purchasing technology for schools used to mean buying a Windows-based PC to place in a classroom or computer lab (Picciano, 2011, p. 229). With the emergence of lower-priced laptops, mobile tablets, and multi-platform apps, technology for learning has gotten more exciting and more complex. One huge challenge that schools face is how to stretch their technology dollars to both get the best return on their investment and to make the biggest impact on student achievement. It can seem like an almost impossible task with the swiftly-changing selection of devices and the speed at which they become obsolete.
From a district standpoint, it may seem easier to keep a more centralized approach to purchasing in terms of equity, training, location, and maintenance. Picciano (2011) discusses several valid reasons a system needs certain resources to be managed and coordinated (p. 230). When certain parts of a district’s infrastructure and administrative applications are not facilitated centrally, it can lead to reduced productivity and higher costs in the long term. A district making a high volume purchase from an established vendor or company has more confidence in knowing they have made a sound investment and will receive the support and training needed to ensure it was worth the cost (Gupta, 2014).
Videos aid in researching technology products before investing in them.
Classroom technology purchased for teacher instruction and student learning usually fall into a more complex category that is almost impossible to define. With most other technology purchases, cost-effectiveness and productivity are the top goals, but in the classroom, there is a shift in purpose to what will benefit students most and what will be easier for teachers to use and manage. So schools often enter into some sort of pilot or trial when they plan to invest a substantial amount of money which can take months or a whole year to complete (Gupta, 2014). Each grade level and subject area has its own set of goals and objectives, but that does not necessarily mean teachers will make the best decisions about which devices and apps will meet their students’ learning needs.
Poor spending choices can result from wanting the latest and greatest new devices and not having a pedagogically-sound plan for how the technology will be used (Eisele-Dyrli, 2011). Teachers must exercise caution when they secure funds for technology spending by doing some research, having a specific set of goals and activities for devices and apps, and consulting with district personnel who can validate or approve the purchase. Taking these extra steps will help ensure responsible spending and successful results.
References
Eisele-Dyrli, K. (2011 July). Finding the Right Purchasing Solution. District Administration. Retrieved from: http://www.districtadministration.com/article/finding-right-purchasing-solution. Gupta, U. (2014, Sep 28). Education technology: Could it be different this time? Edsurge. Retrieved from: https://www.edsurge.com/n/2014-09-28-education-technology-could-it-be-different-this-time
Image retrieved from: http://cdn2.hubspot.net/hub/80068/file-15717879-jpg/images/enterprise-mobile-devices-20113.jpg?t=1429289423417
Picciano, A. (2011). Educational leadership and planning for technology. Upper Saddle River, NJ: Pearson.
Video retrieved from: https://youtu.be/IcSD8WjpOog
