Article Review #2

Sundeen, T. H., & Sundeen, D. M. (2013). Instructional Technology for Rural Schools: Access and Acquisition. Rural Special Education Quarterly, 32(2), 8-14.

 

This article discusses the concept of “Digital Divide.”  According to the author, a very real phenomenon known as the "Digital Divide" has impacted the ability of rural schools with limited funding to provide instructional technology. Rural schools are working at a disadvantage due to their limited supports and resources. With limited availability of resources, rural schools are required to do more with less, but teachers are committed to implementing instructional technology in their classrooms in the face of budget shortfalls for technology. In fact, when teachers use online resources, most of their time (60%) is spent identifying and using free resources on the internet.  Using the Internet for instructional delivery allows students in rural schools the same academic opportunities as students in larger districts, but just being connected is not enough.  While using the Internet can provide support to traditional classroom teaching, students need access to other technologies which have a positive impact on learning.  Technologies such as document cameras, digital projectors, interactive whiteboards, and classroom response systems are some less expensive technologies which may help with student achievement. 

Integrating instructional technology into all classrooms has the potential to transform modern education and student learning. However, access to technology is not equally available to all districts or schools. Decreased funding and budgetary restraints have had a direct impact on technology acquisition in many rural school districts. One of the critical issues for obtaining instructional technology is to identify the most cost effective resources possible. Compared to larger school districts where funding allocations for technology may be readily available, rural districts have unique needs and may have to rely on alternate funding for instructional technology needs.

 Locating funding to support technological advancement in rural school districts can be a challenge. Compared to larger school districts where funding allocations for technology may be readily available, rural districts and educators may have to rely on federal or private grants to fund their districts' technological needs. Finding unique and creative ways to provide instructional technologies has become imperative. One way to approach the issue is to identify alternative sources of funding and methods of technology acquisition. Applying for grants at either the classroom or the school level may be one strategy to obtain funding. Using grant opportunities may help meet rural schools' unique needs.

 

A relatively new approach to computing also may soon impact rural school districts. Corporations have successfully used Cloud computing, and K-12 schools have successfully applied this, as well. Cloud computing is a model for sharing computing resources that can be easily accessed and quickly reconfigured with minimal local technical support. Cloud computing allows users unlimited computing resources in the form of software, storage, and technical support for all major hardware components, such as servers. The major hardware and software resources do not reside in individual schools or districts. Instead, the expensive components and much of the software necessary for computing are housed by Cloud providers. Costs are reduced through economies of scale that allow access to software applications to reside remotely rather than on user computers. Cloud computing provides options for school districts to adopt instructional technology more cost-effectively by storing e-textbooks and other resources in the Cloud environment.

 

The article concludes by saying, as instructional technology in classrooms becomes more prevalent, schools themselves may become even more important as a community-based resource that includes technology-savvy teachers. Increasing access to 21st century technologies is critical for schools in all areas of the country. Rural districts, schools, and classrooms have unique obstacles to overcome for providing access to current and emerging technologies, but the Internet is not the only option for providing multiple means of representation of curriculum. While the Internet can broaden the capacity of schools to compete with the increased flow of knowledge, it is only one mode of technology for providing access to knowledge. Providing access to document cameras, interactive whiteboards, projectors, video cameras for student use, and other emerging technologies to improve 21st century learning should be considered whenever possible. Staying current with instructional technologies will benefit all students, no matter the setting.

 

After reading this article, I now have a clearer picture of just how big the gap is when comparing technology in rural school to technology in urban schools.   There is a significant difference in the technological resources between rural and urban schools.   All students should have a chance to reach their full potential and become technologically savvy members of society.  If children in rural districts are going to be competitive in the 21^st century job market, school districts must even the playing field of technology based instruction.  It is not enough for students to know how to use the internet, it is the duty of schools to expose student to emerging technologies of the new millennium.  Money is an obvious stumbling block to school districts procuring adequate funding for technological resources; however districts must be diligent in their pursuit of alternative financial resources beyond the funds provided by the state.