Parent Perspective

Parent Perspective on K-12 Technology Adoption
Michael J. Hoogendyk
January 16, 1996

The objective of this paper is to attempt to communicate an average viewpoint of parents regarding the adoption of technology for students, teachers and administrators in education. To that end, input was obtained from parents, Internet and newspaper articles, past experiences of the author and both NPTA and APTA legislative resolutions and position statements.

Obviously, every parent wishes only the best possible education for their child with the least amount of taxes. The definition of "best possible education" depends upon which parent is asked. However, they all recognize that education today must embrace technology. When asked parents said:

"If our children do not have access to adequate and up-to-date technology in our schools, they are being deprived of a basic education."

"10 - 15 years ago the computer wasn't used in standard business transactions and dealings. Today it would be unheard of to participate in the business communityi without this valuable tool."

"We are responsible to educate our children for the future, not just today."

"With international communication becoming almost costless via the Internet, we can expect the international trade markets to increase. Teaching our children to communicate with classes in other countries, and sharing learning experiences, will be an invaluable lesson in cross-cultural communication."

"(What I fear is technology becoming) "another case of the 'haves' having access to computers and technology while the 'have nots' have little to none."

Computer Skills

Today, parents want their children to graduate with the computer skills necessary to compete in the workplace and they want the instructors to have at their access whatever technological tools are required to accomplish it. Today's graduating student must have learned basic word processing, database management and spreadsheets. If they haven't, they won't survive.

Basic Concepts of Automation:

Just as important, in order to succeed in today's workplace and to evolve with it, students must graduate not only with the computer skills, but also with the flexibility that comes from understanding the basic concepts of automation and technology and of the history of the development of those concepts.

Reduced Access in Schools

Despite the obvious and current need for computers in the classroom, we have seen a degradation of the delivery of computer services at many schools in Arizona over the past two years. Computer labs were idled, computer teachers were reassigned to the classroom to teach more traditional subjects, and education funding on a per student basis continued to shrink.

Reduced Financing and Access Elsewhere?

As parents we are more apt to see what happens in our children's classrooms than what is happening at the district and state levels. As a result, we could assume that other organizational levels of the education delivery system are being affected in the same manner. If they are, then obviously it is ill advised to continue cutting state taxes. We don't even have enough money to provide the basic education needed to survive in today's workplace.

Issues AFTER Financing...

If financing issues are resolved, then we must consider other issues. How is that money being spent? Are the architects of this new system for educating our children determining just exactly what it is that should be taught and what technology is available to best teach it? You don't need the most expensive equipment to teach the basics, no more than you need colored pencils to write a letter. "Old Apple IIs work great for correspondence and Internet e-mail applications, in simultaneous, multi-user mode, no less." ¹

Dangers of Misunderstanding and Waste

A Washington, DC reporter, commenting about the 1996 National Education Summit's emphasis on standards and technology, said that it, "...helped enhance the impression that technology can wipe away education's problems in a trice - indeed, make it acceptable for us to stop working on them - rather than, as is the case, simply make a huge difference in addressing those problems as the work continues."²

A Boston-area parent with 25 years automation experience states, "The statement 'technology adoption promises to be a major solution to school funding" ³ could just as easily be "technology adoption promises to be a major exacerbation to school funding and a boondoggle to learning" if it is not done thoughtfully and intelligently, and if it drains funds from other activitiesi. A meticulous construction of curriculum objectives can result in significant savings. Don't look at (and spend money on) technology for technology's sake. Ask what the task or job is that is going to be accomplished and ask what technology will best accomplish it." ⁴

Training and Motivation are Essential:

Once you understand what technology will work best and you have the funds and equipment, then you must insure that those who are going to utilize it are well-trained. The administrators that are selecting, obtaining, providing and installing the technology must believe in it's ultimate capability and success. They must be taught how to use their own equipment and that which they provide to the schools. The teachers in the schools must understand what is to be taught, how it is to be taught, and then they must believe in it. A well-grounded understanding and belief in success will enable teachers to utilize technology to it's maximum at the real point of impact, the use of it by students to learn, to accomplish tasks and to prepare for the workplace.

In support of these thoughts, the National PTA passed a resolution on Computer Technology in 1983, most recently reviewed and approved in 1993⁵, which included among other items the following:

"Resolved, That the National PTA encourage state and local governments and legislative bodies to support, with adequate funding, the implementation of teaching technology in the public schools; and be it further ..."

"Resolved, That the National PTA and itsi constituent organizations encourage state departments of education and local school districts to include, as an essential element of a well-balanced curriculum, a comprehensive sequential K-12 computer education plan; and be it further"

"Resolved, That the National PTA encourage state agencies and local school districts to provide teacher training before computer education is implemented in the classroom; ..."

The Arizona PTA has routinely adopted the NPTA's current legislative resolutions each year at it's annual convention and adopted the above resolution again on Saturday, May 18, 1996. Founded in 1906, the Arizona PTA is comprised of more than 40,000 members statewide, including parents, teachers, school administrators, students, community members and other child advocates. It's mission on behalf of children and youth is to support them and speak for them in schools, in the community and before governmental bodies and other organizations affecting children.

1. Quote attributed to Alastair Sweeny, 2/29/96 re: http://www.gsn.org/gsn/gsn.fredmail.html
2. "Luring kids into learning; Is too much emphasis put on technology?" Amy E. Schwartz, The Phoenix Gazette, Page B5, Wednesday, April 10, 1996
3. Ltr., Ted Kraver and Don Reck, 12/10/96, re: ALTP Strategic Planning Session on January 16, 1997
4. E-mail, MIS Manager, Specular, 12/31/96, re: Education Technology Paper
5. NPTA Resolutions and Position Statements, Page VI.2, Reviewed 1993

Michael J. Hoogendyk, Legislative Chair
Arizona Congress of Parents and Teachers (PTA)
2721 North 7^th Avenue, Phoenix, AZ 85007
602-992-2274
hoogendykm@aol.com