Chapter Two
Review of Related Literature
The search for documentation relating to the history of the technology coordinator resulted in numerous articles that indicated the role has developed due to the tremendous increase in the amount of technology in schools across America (Educom Review Staff, 1994). Much of the data was collected using numerous internet sites available to technology coordinators. Other references were found using electronic magazines such as Educom and a search of the on-line ERIC database.
Professionals Filling the Role of Technology Coordinator
Historically, the library media specialist and the computer teacher have been the people responsible for the maintenance of hardware and software for the school district (Edwards, Morton, 1996). Research shows, however, that these people frequently have had little or no formal training in the field of technology. Frioni and Kasemzadeh, 1994, surveyed school media specialists in Ohio. Eighty-five percent of survey respondees claimed that training was received after employment. Computer teachers also seem likely candidates for this position. However, a computer teaching certification still does not exist in many states (Moursund, 1992).
Library media specialists and computer teachers have many times assumed technology coordinator roles. Research has shown (Ceperly, 1991) that the former does not necessarily believe that the librarian's role should include non-teaching tasks and that technology could help within the library media profession. For example, elementary media specialists generally do not see a need for "technology coordinator" responsibilities at the lower levels, however, most high school and junior high media specialists do feel technology knowledge is important and use it daily (Ceperly, 1991).
Moursund, in 1992, defined the differences between the duties of the computer teacher and the duties of the technology coordinator. It was suggested, computer teachers need a wide range of computer-related experiences. These include courses in programming, applications, and various other computer literacy skills. The technology coordinator, however, needs much more experience with technical skills because of the day-to-day responsibilities involving troubleshooting and installations. According to Moursund, the technology coordinator should also possess "people skills". Finally, administering a technology program requires a substantial amount of time and cannot be handled efficiently by a teacher or librarian with existing full time assignments.
Trends of the Uses of Computers in Education
Many school districts across the country seem to be seeking someone to manage their technology programs. At the beginning of the 1982-83 school year, approximately one computer was available to every 125 students in the United States. During the 1985-86 school year, the ratio of computers to students increased to 1 for every 60 students. During the 1991-92 school year, the ratio continued to increase to 1 station per 15 students (Moursund, 1992).
If the trends of technology in education continue at the current rate, the need for a district technology coordinator and other technology support staff will probably become increasingly important to school districts. By the year 2020, this "technology boom" will result in a drastic change in the way society learns (Heterick & Gehl, 1995).
Responsibilities of a Technology Coordinator
In reviewing the literature, one study was found related to this research problem. In 1996, Sigrid Edwards and Allan Morton conducted a study to define the roles, responsibilities, and characteristics of technology coordinators. The study surveyed schools only in Australia, and 32 of the 66 responses received were from non-governmental schools affiliated with a church. The results of that study indicated:
1. A high percentage of computer coordinators were male (71.2%).
2. Many coordinators have additional teaching duties (92.5%).
3. Few coordinators have formal education in computer science or a related field (no percentage given).
4. A large majority of the coordinators are self-taught with little formal training (no percentage given).
5. Computer coordinators (92.4%) indicated that they used two or more times the allotted hours given for their responsibilities.
David Moursund, Executive Director of the International Society for Technology in Education (ISTE), has published many documents relating to the responsibilities of the technology coordinator. Moursund gives important information regarding the duties of a technology coordinator and supports this information with interviews of technology coordinators from school districts of all sizes and geographic locations (Moursund, 1992, pp 85-129) which has provided a general idea of what each occupation is like.
Government Involvement
The Clinton Administration has also had an influence in the information age. The current administration has made commitments to bringing technology into the classroom.
"President Clinton and Vice President Gore have challenged the nation to assure that all children are technologically literate by the dawn of the 21st century and equipped with the communication, math, science, reading, and critical thinking skills essential for enhancing learning and improving productivity and performance", (United States Department of Education, 1998).
The Clinton Administration has set the following four goals:
1. Modern computers and learning devices will be accessible to every student.
2. Classrooms will be connected to one another and to the outside world.
3. Educational software will be an integral part of the curriculum -- and will be as engaging as the best video game.
4. Teachers will be ready to use and to teach with technology.
Summary
Research seems to support the premise that technology coordinators in the nation’s school districts are becoming a necessity. From library media specialists to computer teachers to professors in higher education and even to the Clinton Administration, the need for technology is clear. Because of technology’s importance to society, school districts should begin assessing their current technology programs to meet the needs of the year 2000 and beyond.
A clear definition of the types of professionals required to support emerging technology programs could be helpful in developing training programs as well as providing guidance in recruiting technically competent coordinators.
The following research design was pursued to further clarify current patterns of technology coordinators activities, expectations, and training.