I think all of these questions are very relative but some are more critical over the long run. Certainly funding up front for computers is needed, and adequate future funding to maintain those computers. However, in the long term support for computers and the technology must come from the community (#4). If parents, legislators, the school board, governing board, etc. can not SEE (understand) the relationships of technology and learning, they will be less likely to support those programs financially.

The second question that I see as very critical over the long run is analysis of student achievement utilizing technology. As technology can provide so many variables, having standards is crucial, especially, in documenting achievement for the purposes of obtaining funding.

Chris Dede (George Mason Univ) sees six challenges for educational technology:

  • How can schools afford to purchase enough multimedia-capable, Internet computers so that a classroom machine is always available for every 2-3 students?
  • How can schools afford enough computers and telecommunications to sustain new models of teaching and learning?
  • How can many educators disinterested or phobic about computers and communications be induced to adopt new technology-based models of teaching and learning?
  • How do we prove to communities that new, technology-based model of teaching and learning are better than current instructional approaches?
  • How can educational technology increase equity rather than widen current gaps between “haves” and “have-nots”?
  • If we use technology well, what should we expect as “typical” student performance?