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Technological Challenges in K-12 Education

Technology and education marriages challenged. This is particularly true of large urban school districts, which have to face the incorporation of technology on both fronts. The business side needs management of student data, finance, infrastructure and food services. The tutor needs to keep up with the needs of society to see how their children are trained.

Some major school districts serve more than 175,000 listeners and 20,000 free crews. The budgets of these organizations usually come from federal, state and local government taxes, bonds, etc. Form. It continues to be explained by the fact that the money invested in public education was spent. This debate became even louder after the government began collecting and allocating billions of dollars to the E-rate program.

When school districts began to win this unexpected event, the public expected to address the issue of school technology immediately. That did not happen. In fact, the big school districts were new challenges for technology managers. The E-rate program is a very complex part and publishes a report. The funds are directly linked to the number of children receiving free or reduced payments (another government program).

In a typical large urban school district, we have schools at both ends of the scale. People with good environmental awareness have strong PTAs, with the active participation of neighboring businesses and with students who want to learn. At the other end of the spectrum, schools will need schools with little parental involvement, old facilities, high concentration of poor children, and small business / community involvement.

E-rate funds target the latter schools. It offers things like internal cabling, internet services and network devices. Which does not ensure that computers or software are connected to such systems. The thesis was that schools could use the funds they saved for purchasing e-invested items for the purchase of computers and software. Sounds good, unless you have a lot of district budgets for wired upgrades, increasing bandwidth, or routing replacement.

In the early days of E, some districts operated on the system, acquiring the same items in the same schools each year. They then pass on older equipment to schools in the district that do not qualify for E-rate. This loophole and many others were soon closed. The big school districts are now redesigned to meet the fewer dollar technology needs available.

Some district leaders focus their efforts on those schools where the greatest need is. They get new computers, new software, and new educational technology. Schools of well-educated schools make similar efforts, except that they have to rely on parents, PTAs and local businesses. These schools are now asking for a fair allocation of district technology funds.

It is up to district leaders to engage with technologists who know how to address this and other technology issues. Semi-retired teachers or a designated trap are not the solution to solving such problems. Immediate attention is needed. Keep in mind that every four year plan means that a kindergarten kindergarten will be halfway in elementary school before something happens and a ninth grader from the system.

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