Boost Investment, Rollout of Tech; Reallocate Funds From The General Budget To Education Technology


Education policymakers at all levels are grappling with the unavoidable reality that initial investments in cutting-edge technology are just the beginning. This was known as “hidden costs” back in the 1980s. We were so enamoured with the cutting-edge technology of the ’90s that we neglected more pressing concerns. Now that we are well into the new millennium, we are trying to figure out how to maintain the resources that have finally been put to good use by school administrators, teachers, parents, and students.

While many government and corporate programmes give the means to get the much-needed technology for schools, there are few provisions for the necessary continuous upkeep of these technologies,” writes the Consortium for School Networking (CoSN) in their Total Cost of Ownership white paper. School districts are quickly becoming aware of the maintenance issues and the necessity to budget for the ongoing support expenditures after having implemented most of the technology required for classroom, administrative, and community communications purposes. Most educational institutions put these funds last on their list of priorities.

State and federal leadership would do well to assist in calculating and considering total cost of ownership in light of the reoccurring danger of federal funds deletion for E-Rate and EETT (Enhancing Education Through Technology) monies. Understanding the bigger picture is crucial.

Funding for Technology in the General Budget

Many people in positions of authority in educational institutions still fail to see the fact that technology is not something distinct from the rest of education, adding further complexity to the problem of finding sufficient money. Every single classroom, in every single district, uses technology on a daily basis. Regrettably, many education policy leaders have not adjusted their overall budgets to reflect the numerous ways in which technology facilitates local education agencies’ efforts to achieve their stated goals (LEAs). It is important to educate or retrain leaders who bury their heads in the sand when it comes to technology.
Successful examples of reimagined educational budgeting and administrative procedures should be shared with those who determine the state’s general fund spending plan. In order to save money and provide a quality education for their children while also complying with the requirements of No Child Left Behind, these school districts use technology to their advantage.

The Western States Benchmarking Consortium is among the most influential groups of high-achieving school districts west of the Mississippi River. When compared to other areas with comparable and different demographics, these school districts consistently outperform the norm on standardised tests, have high graduation rates, and low dropout rates. Each of these districts was an early adoption of technology and has used it well to benefit students, instructors, and administration.
In the June issue of District Administration magazine, Assistant Superintendent John Q. Porter of the exemplary East Coast school district Montgomery County Public Schools said, “Our enemy is time, and technology is the only way [to combat that].” There are still many who, out of fear, fail to see the value in technology. Those who fail to design successful systems typically have a hard time grasping the dynamic of change, which is one of the first things you learn when working in the field of technology.
Poway Unified School District planned to add 32 new educators to its staff two years ago. The IT department utilised a data warehousing programme to prove to school board members that only 25 teachers were necessary. Instead of going with the flow, top officials took their counsel, and their prediction was spot on. Payroll costs were reduced by the district by about $350,000, more than offsetting the expense of setting up the data warehouse.
The ways in which students are evaluated have evolved. According to “School Practices that Matter,” written by Trish Williams and Michael Kirst for Leadership Magazine in March/April 2006, high-performing school districts in a state need to use assessments that are in line with state standards and have the ability to promptly alert teachers of findings. With results available within 24 hours, or even sooner, online exams provide policymakers with flexibility in how they choose to assess pupils to best assist learning. In order to help the pupils and comply with NCLB requirements, this should be standard procedure.
No matter the size or nature of the project or department, all allocated funds must be examined in detail to determine whether or not they can be improved through the application of technology. As a corollary, policymakers should keep an eye out for emerging technologies and assess how they might be implemented in local school districts to improve education. Everyone involved needs to be open to new information and ideas, and they need to collaborate on ways to set their kids up for successful academic careers and lifelong learning. The following are some first measures toward maximising the effectiveness of government funding for tech assistance.



2022-09-23 21:00:00