Computer Upgrade Board Proposal Computer

Computer Upgrade Board Proposal

Computer Upgrade in Classroom Context: Board Proposal

The existence of the standard one-computer classroom model within the school context provides students the ability to engage in technology-related learning and allows them the capacity to supplement more traditional learning models with information gained from computer resources. While this facet of the learning classroom is crucial to students in an educational environment that is continuing to become more reliant on technological advances, the truth remains that such learning is hindered without the presence of more than one computer in the classroom setting. Due to this facet of the ever-evolving educational landscape, the Board is asked to review the school's request for the purchasing of additional computers to be placed within classrooms within the district.

Needs of the Educational Setting Relative to Technology

The presence of technology within the classroom setting is a facet of the educational field that can no longer be ignored. Significant amounts of money are being put into technological improvements within the classroom across the country, and these advances have shown to engage students in learning in a larger capacity than ever before. With the implementation of technology through computers, smart-boards and the like, students and teachers alike have the chance to expand on the traditional landscape of learning in order to achieve a greater capacity for knowledge. Recent studies have found that the presence of technology within the classroom setting can positively influence the learning processes of students, as well as enhancing a teacher's communication style (Penna and Stara, 2010, p. 184). Further, while the need for educational technology in the form of computer-based knowledge and use is an integral part of the preparation of a teacher, such learning has also proven to shape a student and prepare students for continued education or career choices in their post-schooling (Carman, Lewis, Murphy and Richards, 2005, p. 126). Increased access to computers in the educational setting, especially for those lower-income students who may not have the opportunity to utilize computers in areas other than the school settings, not only increase the levels of users' computer literacy, but better prepares these users for the use of technology later in life (Hawkins and Paris, 2007, p. 155). In viewing the data at hand regarding computer-literacy and ultimate success for both teachers and students, the inclusion of new computers within the classroom should be at the forefront of Board discussion.

Research and Implementation

In moving to finance the addition of new computers into district classrooms, initial research as to the financial considerations and restrictive considerations of these computers will be identified. Additionally, certain educational goals relative to computer purchases, as well as a definitive plan of action to implement the purchase of new computers will be established before the Board makes its final decision regarding the proposed purchase. In viewing the accounting figures within the district, the Board and administrators must first determine if such an expansion to the technological features within the district is feasible without outside aid. If such a purchase cannot be factored into district budget plans for the near future, administrators and Board members must further research the availability of outside aid via state grants and other financial and technological stimulus areas of availability.

Upon the initial financing considerations, the district must further research the inclusion of restrictive guidelines within the district for the use of the newly-acquired computers. In viewing the success rates of other districts and classroom settings, the Board will be able to implement a usage policy within the school that most significantly aids to the educational development of its users while restricting undesired content. In understanding that the purchase of computers for the district will set students on a path toward educational development and success as well as improving prospects for their future education and careers, specific educational goals can be set within the district regarding the purchase of computers and students' grades, standardized test scores, and attitude within the classroom will likely increase.

In understanding the basic financial and educational goal considerations for the district, the prospective plan for implementation to achieve the target is as follows: all classrooms will be wired with at least three computers per room with wireless capabilities strategically placed within the district. In setting this plan for implementation and maintenance the ultimate goal for the district within the next five years is the creation of a student-to-computer ratio of 1-1 in grades 3-12 and 3-1 for grades K-2 in accordance with developmental studies for the utilization of technology in lesson and course plans for each respective grade. Computers will be updated on an annual basis, with replacement being taken into consideration every four years. In order to maintain cost-effectiveness, leasing programs and low-cost computer programs will allow students and teachers the capacity to access more applications and content which is relevant to consumers but nearly unaffordable in many educational systems. Low-cost computer programs such as the One Laptop per Child Foundation have been developed in order to aggressively place computers in the hands of hundreds of millions of children around the world, the United States included, in order to aid students in achieving the skills they need for educational and continued lifestyle development (Ames and Warschauer, 2010, p. 40).

Purchase Plan Evaluation and Resources for Cost-Effective Implementation

The likelihood for such a large-scale technological development to be implemented within the entirety of the district within its initial stages is low. Therefore, the purchase plan will be divided into steps in a manner that will acquire computers for the departments that have been found to need them most. Rather than utilizing a trickle-down purchasing method that will satisfy the needs of higher-level grades before those of lower-level grades, the purchase plan will seek to fulfill the technological requirements of the math and science departments in the beginning and extend outward over time. As most students have difficulties with conceptualizing mathematical and science-based concepts, the addition of computers and technology within these areas of study has been noted to significantly prove both grades, concept relating, creativity, and understanding (Aliasgari, Mojdehavar, and Riahinia, 2010, p.6).