Importance of Technology Infrastructure

for Technology Integration

Jenna Fromme

Western Oregon University

Introduction

The rapid development of technology and the increasing amount of

web 2.0 resources has changed how teachers teach and engage their

students. In many schools, such as the one I teach in, there is a push to

utilize these technological resources. Some may criticize teachers saying

they are not ready to teach with twenty-first century tools. While most,

teachers are ready to change the way they teach and prepare their students

for the future, they struggle to do so when schools are not physically able to

meet the needs required by twenty-first century tools. Despite teachers best

intentions, when there are not enough devices or the online network

bandwidth is not large enough to support student use causing students to

spend their time battling with their online connection, it becomes difficult to

implement technology into core instruction. Before experts begin pointing

their fingers at the teachers and the integration of technology in the

classroom, maybe they should examine the infrastructure of the school to

see if it can support a regular, high volume of use. In addition, smaller

schools with less funding may have lag time for developing capabilities for

online use and procuring devices for the classroom, again not because the

teachers are not interested, but because the infrastructure is not there.

If teachers are trained in web 2.0 tools and then there are limited

devices or the network connection is poor, frustration with the use of

technology could occur causing teachers and students to stray away from

technology. Peter West has been working on enhancing education with the
use of technology for over fifteen years. In a recent article West (2014)

discusses the basic infrastructure requirements needed before schools can

expect to see teachers change the way they teach. West suggests that the

first step is making sure the infrastructure is solid, fast and reliable. Just like

building a house, the foundation needs to be in place first before moving on

to the appliances. As West writes, If teachers walk into a lesson and the

technology regularly fails, even for just a few minutes, they lose confidence.

They become frustrated and lose commitment (and who could blame

them?) (2014, p.2). To add to this, if students are using technology and

constantly have to address network issues, they can become discouraged

and disengaged from the activity. Students who constantly come to wireless

roadblocks may develop a negative feeling towards activities that use

devices within the classroom.

Key Pieces to Technology Infrastructure

Infrastructure includes the amount of computers and handheld devices

students and teachers have access to, the internet bandwidth and wifi

capabilities within a school and also students ability to connect to the web

from home (EdSurge, 2017). These are key components to making

technology integration possible and successful. Many school districts address

their need for improved infrastructure by creating three to five year

technology plans. These technology plans outline the school districts overall

goal and how they plan to reach that goal. However, when looking into these

plans, schools need to be making sure they have strong, successful internet
networks and a reasonable amount of devices before training and

introducing technology resources to the teachers. If teachers are given

training and a lapse in time occurs before they can implement their

knowledge, it is less likely the information from the training will be put to

use. Teachers are ready to implement techniques as they learn them, so if

teachers are trained with technology techniques, schools better be physically

ready to handle the demand.

When technology committees are meeting to make plans and create

timelines for the technological growth of their schools, they need to keep in

mind that having a reliable network within each classroom that can hold

thirty or more devices in place is vital. This will cause less stress among

teacher and students alike because students will be able to engage with the

material instead of having to fight network connections. In addition, having

the network ready before introducing devices will allow teachers and

students time to transition into a classroom where technology can enhance

and foster learning. Teachers will be more willing to change the way they

teach because they know that there is one less challenge they face when

integrating technology.

Westfield Public School has gone through a process for technology

integration and has created a Strategic Technology Plan. The technology

committee has evaluated where the schools are in the different benchmarks

and has then created goals to help reach those specific benchmarks. This is

over a three year time frame. These three years give the school district time
to properly expand and install wifi networks throughout the schools, ensuring

that teachers and students have the Internet access they need to regularly

integrate technology. As stated before without having a strong wireless

infrastructure, technology integration will not be successful. Westfield

recognizes that the network infrastructure is the foundation by which all

technology access is supported, (Scallion et al., 2016, p.13). Within the first

year Westfield plans to upgrade their wireless system, within the second year

they plan to update old infrastructure switches to increase speed of

network and they will have an ongoing adjustment of the network

infrastructure as more devices are added to the network (Scallion et al.,

2016, p.14). Westfield plans to go to a one-to-one device to student ratio

within their second year, this is a sensible goal because it will give Westfield

the time needed to build a strong, reliable wireless infrastructure first.

Therefore, when an entire class of students logs onto a device, the students

are not having to waste class time to reconnect to an under built network.

Pioneer Elementary School in Billings, Montana also has a Technology

Development Plan. However, nowhere in their short and long terms goals do

they mention increasing and maintaining their internet speed and bandwidth

size. Instead their immediate goals include the purchase of thirteen

additional devices and training for the teachers. If Pioneer Elementary School

is serious about integrating technology into classrooms for student learning,

the school needs to ensure the teachers and students have access to reliable

services that allows a high number of devices to be running. The focus needs
to be on making sure the internet speed is adequate and there are enough

hot spots to hold wireless devices before purchasing a large number of

devices. While schools focus on increasing the amount of devices students

have access to, ... there are still limitations on how many kids can be using

apps at the same time, (EdSurge, 2017, p.5) due to the amount of

bandwidth the program needs to properly run. Setting up a goal for one-to-

one technology helps in increasing student access to technology. However,

schools first focus should be on preparing their building physically, so that

the amount of devices can be used correctly and without much frustration.

Only when networks are stable and reliable, should the second step for

regular technology integration be making sure teachers and students have

access to the devices they need to be successful. Knowing the infrastructure

is in place makes teachers more willing to try different tools and integrate

technology-enriched strategies into core instruction (EdSurge, 2017).

However, when there are thirty-five iPads available for thirteen classrooms

and three hundred students in one building, teachers constantly battle one

another for a turn with the devices. This constant struggle of trying to

schedule time with devices into lesson plans with the limited access causes

frustration and leads to teachers using their time differently. Another source

of frustration with limited devices is scheduling for standardized testing. The

2015-2016 school year was the first year that more state standardized

testing was administered via technology than by pencil and paper (Herold,

2016). Each year more students will be expected to complete their

standardized test on an electronic device. If students are not familiar with

the electronic devices, because of lack of access, students will spend more

time trying to become acquainted to the device instead of focusing on the

test. Standardized tests take up hours of time students could be using in the

classroom; with limited devices and access, testing will take more time than

it already does. However, the reverse will happen to students who are able to

use devices on a regular basis. Students will be able to focus on what the

questions in the test are asking instead of focusing on how to use the device.

Teachers will have to set aside less time for standardized tests because there

will be enough devices for all students to work thus getting students back

into the classroom.

Many schools recognize that not having enough electronic devices

affects the ability to teach students for the twenty-first century, as they

should. However, there is a misconception that each student should have

their own device in the classroom for students to be successful. Classrooms

and schools do not need to purchase devices so that students have a one-to-

one ratio; in fact in some cases that can be a waste of financial resources

(November, 2013). Instead, schools should make sure that each teacher is

provided with a sufficient amount of computers and handheld devices,

according to the teachers use and comfortability. Doing so would be a good

step forward for schools in creating a strong infrastructure of electronic

devices. As teachers develop lessons and find online resources they feel

comfortable with the school should then slowly invest in more devices for
that teacher. If schools decided to go all out and buy each teacher a class set

of devices, there is a good chance that many of those devices will not get

used. Schools need to find the balance between not enough devices and too

many devices.

On average nationally, student to device ratio is about five-to-one (Herold,

2016). This ratio of student to device is reasonable. Having at least five to

seven devices in the classroom would allow the teacher to split their

students into groups. While the teacher is working with a group of students

another group could be working on an online assignment, project or doing

independent practice.

A third piece to having a strong infrastructure for education includes

having access to an Internet network and a device at home. When schools

recognize that strong, reliable wireless networks and smaller device-to-

student ratios are the keys to regular technology integration, teachers begin

to take advantage of all the tools they have access to online. As a result, a

natural side effect will be the need for students to be connected at home to

do homework and group projects. However, in many rural and low

socioeconomic areas internet access can be difficult. Students lack of access

at home may cause teachers to pass on technology opportunities if a

majority of their students can not access the internet from home to complete

an assignment. As a teacher, it can be frustrating when only a fraction of

students are able to complete an assignment because of their inability to

access the assignment online. A few schools around the nation recognize
their students struggle to connect to the internet, so they have installed

wireless devices on buses. This allows students to work on homework as they

ride home. On occasion, the buses will park overnight in neighborhoods,

allowing students to continue their homework and studying from home

rather than sitting in a parking lot or a restaurant (Kang, 2016). Most

students want to do well academically; by providing students Internet at

home, they are able to work in a quiet and familiar area rather than a

cramped vehicle or noisy public spot. Working in a quiet and familiar spot

gives students time to develop meaning and comprehend the work their

teacher has assigned. In addition, students are gone all day at school by

giving them wireless access at home, students have a chance to unwind and

regroup from their day, so they are ready to excel at school the next day.

Conclusion

Before our nations public schools can be fully ready for the changes

technology allows in how we teach, school officials should understand that

integrating technology must be a smooth, flawless transition. Teachers do

not like wasting their time or their students time having to constantly

trouble shoot or fight for a scheduled time with a mobile cart. By creating a

strong base with a large, stable, wireless network, a reasonable amount of

computer and handheld devices (enough for small groups), and student and

parent access to internet at home, only then will authentic technology

integration begin.
 References

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