Running Head: IMPORTANCE OF TECHNOLOGY INFRASTRUCTURE !

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
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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
IMPORTANCE OF TECHNOLOGY INFRASTRUCTURE !4

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
IMPORTANCE OF TECHNOLOGY INFRASTRUCTURE !6

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
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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
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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.

IMPORTANCE OF TECHNOLOGY INFRASTRUCTURE !9

References

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