No Access, No Support, Big Problem

Perhaps the most intuitively obvious need for schools to utilize technology is simply the presence of and access to the technology resources themselves. Some of the key questions identified by the U.S. Department of Education (2002) for assessing technology in schools ask whether the equipment is present, is it available to staff and students, and are personnel available to proved technical support. The state of North Carolina has likewise provided access and infrastructure guidelines for successfully implementing technology in schools through its IMPACT model for media and technology programs adopted through the state’s technology plan (Public Schools of North Carolina, 2007). These include providing technology resources, providing barrier free access to technology resources, and providing support staff to maintain equipment and assist with technical questions. The necessity of these components is further documented in the literature (ISTE, 2002; North Central Regional Education Laboratory, 2000; Milken Exchange, 1998; Benton Foundation, 2003).

Technology Vision and Leadership

Based on years of experience providing technical assistance and professional development, Byrom and Bingham (2001) concluded, “leadership is probably the single most important factor affecting the successful integration of technology into schools” (p. 4). A survey of the literature on school technology integration reveals a number of frequently cited components of effective technology leadership including: developing and communicating a shared vision for technology use, modeling the effective use of technology use by administration, administrative support of changes in policies and practices, providing teacher incentives, and hiring practices that consider technological literacy and leadership as criteria for selection (Baylor & Ritchie, 2002; CEO Forum, 1999; Kelly & Thomas, 2002; Milken Exchange, 1998; Byrom, 2007; ISTE, 2002; U.S. Department of Education, 2002: Frazier & Bailey, 2004).