Who Knows What about Technology?

By Bell, Mary Ann | Multimedia & Internet@Schools, September-October 2010 | Go to article overview

Who Knows What about Technology?


Bell, Mary Ann, Multimedia & Internet@Schools


SINCE the new year and the new decade of 2010 was ushered in with the usual hoopla in January, I began to wonder how educators are faring when it comes to using technology. My last year as a K-12 educator ended in May 2000, when I began my new profession as a university professor, so the previous decade is not a period from whence I can draw direct experiences. Thus, I turned to colleagues for information. This spring, I conducted two surveys using the ever-useful SurveyMonkey. As is my wont, I queried members of my favorite online communities, LM_NET, TLC (Texas Library Connection), and EDTECH (for educational technology specialists). In the first survey, I queried librarians and tech specialists about their perceptions of the expertise of K-12 classroom teachers regarding technology and internet use. The results of that survey were shared in my Belltones column, "What Teachers Know (and Don't Know) About Technology--And Does Anybody Know They Don't Know?" in the July/August 2010 issue of this magazine, and they can be accessed at http://bit.ly/aE8qoe.

Then, in May, I asked similar questions of the very same group of respondents but directed toward building administrators. The numbers and comments for this inquiry can be found at http://bit.ly/99 YK2D. This month, I will share the results for administrators, compare them with the teachers' answers, and offer my thoughts about the similarities and differences.

In both surveys, librarians outnumbered tech specialists as participants, and there was a sprinkling of other participants. I acknowledge that these are informal surveys and that they, by necessity, involve generalizations. There are both teachers and administrators who are absolute tech gurus, and there are still technophobes in both groups. Given those disclaimers, I will proceed with some comparisons and contrasts.

SOME COMMONALITIES

First of all, how are the two groups the same? There were a number of areas in which the scores for both groups were similar enough to suggest that there is commonality between their abilities. Regarding basic operations and ability to use whatever office suite is available at a satisfactory, if not stellar, level, both groups' most chosen level was that of three on a five-point scale. Use of presentation software was similarly deemed to be fair, if not outstanding, with principals standing out a bit more than teachers.

Similarly, both groups were deemed to meet average expectations in simple internet searching. Both showed a need for improvement when it comes to awareness and use of Web 2.0 resources, and both were also perceived to rely too heavily on internet filters to keep kids safe and on task. None of this really surprised me. By the time I asked for information about principals, I already knew the teachers' scores and had a preconceived idea that principals would fare similarly.

All the same, I was surprised in one regard. I thought, with no basis in proof, that where there were differences, teachers would outscore administrators. That was not the case. In all respects, if one group did better than the other, it was the building administrators who led out. I had to ask myself why I thought the results would be opposite. This was not because the administrators I knew from my own experience were less proficient than teachers. My last principal was very much interested in technology, eager to learn new things, and interested in seeing teachers adopt technology. The main thing that I think caused my misconception was my impression that, while teachers are busy and overworked, principals are even busier. I know how hard my principal and assistant principals worked not only during school hours but also after-hours, on weekends, and during the summer. Since lack of time is what holds me back from exploring new applications and devices, I think I inferred that the same would be true for building administrators.

Furthermore, what were the reasons I thought teachers would outstrip administrators in an imaginary technology race? …

The rest of this article is only available to active members of Questia

Sign up now for a free, 1-day trial and receive full access to:

  • Questia's entire collection
  • Automatic bibliography creation
  • More helpful research tools like notes, citations, and highlights
  • Ad-free environment

Already a member? Log in now.

Notes for this article

Add a new note
If you are trying to select text to create highlights or citations, remember that you must now click or tap on the first word, and then click or tap on the last word.
One moment ...
Default project is now your active project.
Project items

Items saved from this article

This article has been saved
Highlights (0)
Some of your highlights are legacy items.

Highlights saved before July 30, 2012 will not be displayed on their respective source pages.

You can easily re-create the highlights by opening the book page or article, selecting the text, and clicking “Highlight.”

Citations (0)
Some of your citations are legacy items.

Any citation created before July 30, 2012 will labeled as a “Cited page.” New citations will be saved as cited passages, pages or articles.

We also added the ability to view new citations from your projects or the book or article where you created them.

Notes (0)
Bookmarks (0)

You have no saved items from this article

Project items include:
  • Saved book/article
  • Highlights
  • Quotes/citations
  • Notes
  • Bookmarks
Notes
Cite this article

Cited article

Style
Citations are available only to our active members.
Sign up now to cite pages or passages in MLA, APA and Chicago citation styles.

(Einhorn, 1992, p. 25)

(Einhorn 25)

1

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Cited article

Who Knows What about Technology?
Settings

Settings

Typeface
Text size Smaller Larger Reset View mode
Search within

Search within this article

Look up

Look up a word

  • Dictionary
  • Thesaurus
Please submit a word or phrase above.
Print this page

Print this page

Why can't I print more than one page at a time?

Full screen

matching results for page

Cited passage

Style
Citations are available only to our active members.
Sign up now to cite pages or passages in MLA, APA and Chicago citation styles.

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn, 1992, p. 25).

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn 25)

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences."1

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Cited passage

Welcome to the new Questia Reader

The Questia Reader has been updated to provide you with an even better online reading experience.  It is now 100% Responsive, which means you can read our books and articles on any sized device you wish.  All of your favorite tools like notes, highlights, and citations are still here, but the way you select text has been updated to be easier to use, especially on touchscreen devices.  Here's how:

1. Click or tap the first word you want to select.
2. Click or tap the last word you want to select.

OK, got it!

Thanks for trying Questia!

Please continue trying out our research tools, but please note, full functionality is available only to our active members.

Your work will be lost once you leave this Web page.

For full access in an ad-free environment, sign up now for a FREE, 1-day trial.

Already a member? Log in now.