|
May 15, 2003
Is Wireless Worth It?
By Jeff Sun and Roxanne Schneider
We report on one district's pilot face-off of wireless laptops on carts versus the traditional plugged-in computer lab-with some surprising findings.
We've all read the articles on wireless computing, and many of us have taken initial steps at implementing this "break the mold" technology with the potential to reshape the education experience. Something as simple as eliminating the wires that bind students' information access to the labs and libraries that house computers gives a whole new meaning to technology integration.
A tantalizing promise? Absolutely. But not so fast. To consider are the real-world problems encountered in a school environment. What are the essential conditions for an effective wireless implementation? What are the potential pitfalls in terms of infrastructure, training, and curriculum integration? Most importantly, how can a district ensure that its wireless investment will be used to create the greatest positive impact on student learning?
These are the questions our education research firm set out to help the Katonah-Lewisboro (N.Y.) School District answer as they contemplated investing in a wireless solution.
A Culture of Informed Decision Making
Katonah-Lewisboro has developed and supported a culture where data-informed decision making and community/stakeholder reflection are mandatory. While this can be expensive in terms of time and resources, the district has concluded that investments in evaluation are smarter than the alternative of pursuing ill-founded decisions and dead-end programs.
Though certainly not restricted to technology decision making, this culture has dictated an approach to technology planning that calls for pilot programs and independent evaluation in advance of full-district implementation. As a specialist in external evaluation of technology programs, Sun Associates has worked with Katonah-Lewisboro on multiple projects, including several full-district evaluations of the overall impact of instructional technology on student learning and teacher practice.
The Problems
Katonah-Lewisboro's investigation of wireless started with a basic interest in emerging technologies as well as a need to find additional classroom space in its buildings. The district's computer labs, which are traditionally the size of two standard classroom units, were occupying valuable space that could be returned to traditional classrooms. Faced with growing enrollments and the expensive and time-consuming process of school construction, the district asked Sun Associates to help determine if it made sense to eliminate the static computer labs and make the labs mobile. Most importantly, the district wanted to root its decision in a thorough examination of wireless technology's impacts on teaching and learning.
NEXT: The Research Strategy
Research Findings
To Wire or Not to Wire?
Fully Wired or Integrated? 10 Questions to Ask
The School Plant: When is Wireless a Good Fit?
Wireless: Why Now?
Eight teachers from the John Jay Middle School were selected to participate in the "Wired vs. Wireless" study. For detailed lessons on how the sixth and seventh grade science teachers and a sixth grade math teacher implemented the plan, visit The Teacher Projects.
Jeff Sun is the director of Sun Associates, a Massachusetts-based firm specializing in K-12 instructional technology evaluation. Roxanne Schneider is a technology staff developer with Sun Associates.
Read other articles from the May Issue
Send a letter to the Editor in response to this article.
|
