Planning for the Future-Centralized vs. Decentralized Computer Labs

               When I was in elementary school, I remember going the computer lab to learn how to type. A computer teacher would supervise the class as we played numerous typing games. There were two or three computers in the general education classroom, but they were not utilized to their fullest potential. Not much has changed since I was in elementary school. In the 21^st century, students go to the computer lab to learn how to use the computer on a weekly basis. Typically, teachers drop their students off at the computer lab, and receive a 30 minute planning session. This approach is not working because teachers are not facilitating 21^st century instruction.

                Picciano (2011) explains that decentralization of computer labs is necessary to solve issues of accessing the equipment, to integrate computing with instructional activities, and to avoid the logistics of scheduling and moving students to the computer lab. With new technology standards, educators must integrate technology in all instruction. Students should not be able to identify the specific time when they use technology. Instead technology must be embedded in the curriculum and utilized in all content areas.

                While school leaders should be planning to move toward decentralizing computer labs, Picciano (2011) explains that there are significant budgetary ramifications. It is much more cost effective to keep a centralized computer lab; however, the trend is moving toward decentralizing computer labs through the use of mobile devices. Picciano (2011) states that planning for more devices must include the total cost of ownership; including installing, operating, and maintaining the technology. A contract for common hardware maintenance including all equipment is more cost effective than having each computer location handle repairs on an individual or as-needed basis. The use of networks at the building level to share software, data, and documentation can also be efficient. Planning for mobile devices also requires a strong infrastructure to support all wireless devices; therefore, school leaders must determine the amount of devices the network will support.

                Planning for a decentralized computer lab also requires support from all administrators and teachers. Integrating technology into all instruction can be very overwhelming. Picciano (2011) explains that by providing continuous, ongoing support will create a positive technology culture. Teachers need support from the district and school level. Flickinger (2012) shares effective practices to teach teachers about technology. Providing professional development will ensure all teachers integrate technology into the classroom effectively. Teachers can also collaborate together to share lesson plans with integrated technology that were successful. District and school leaders must work together to create a culture with positive attitudes to facilitate instruction focusing on 21^st century skills. 

                                                     References

DigitalLearningNow (2013, December 18). Common core and digital learning. [Video file].

               Retrieved from https://www.youtube.com/watch?v=D1HcMYOL7tU

Flickinger, M. (2012). Ten ideas for teaching teachers technology. Retrieved from

              http://www.edutopia.org/blog/teaching-teachers-technology-monique-flickinger

Picciano, A. G. (2011). Educational leadership and planning for technology  

              
              (5th ed.) Upper Saddle River, NJ: Pearson.