Chapter 3: Technology For Urban Schools

My summary and thoughts on Chapter 3: Technology For Urban Schools: Gaps and Challenges

Chapter is a discussion about bringing technology to urban school districts. In my mind, Chapter 3 is basically broken up into three sections: the nuts and bolts of urban technology integration, the teachers who use the technology, and two models/case studies.

The first section deals with the challenges and problems that urban schools face when trying to become technologically competent. I'm sure it is no coincidence the chapter opens with three words: "technology is expensive" (Gallagher, 2001, p 31). Money (or lack thereof) will always be an issue, especially to schools in poor or underprivileged areas. The articles goes on to discuss the importance of Internet connectivity to education ("every school needs high-speed Internet access") (Gallagher, 2001, p 32) and addresses other "behind the scenes" concerns that urban school districts have to address when becoming technologically competent. Basically it boils down to installing compatible wiring, adequate funding, and dealing with/managing the time it takes to accomplish such a major transformation.

The second section addresses the teachers and students using the technologies. Obviously we need people trained to use these technologies as we implement them, and the author notes that "many urban areas struggle to find enough certified teachers...(and) consequently many teachers in urban schools are not well versed in the latest teaching methods or the appropriate use if technology" (Gallagher, 2001, p 33). Equally, if not more important, is that the technologies are used in an appropriate educational manner, or as Gallagher writes "students need access to the technology and opportunities to use it as part of their educational process" (Gallagher, 2001, p 34).

The third and final section offers two models of urban technology integration, including the Chicago public school system (CPS) which is the third largest school system in the nation (Gallagher, 2001). The models show how complex the process can b. The CPS, for example, has been working on the transformation since 1990 (Gallagher, 2001). But while it is a costly and time-consuming task, it is still a necessary process if we expect our kids to compete in the modern technologically dependent world. As the conclusion so poignantly summed up: "we need to find a way to provide technology to these urban schools...(because) the cost of graduating class after class of students unprepared to meet the needs of today's and tomorrow's workforce will be far more expensive" (Gallagher, 2001, p 41)

Resource:

Gallagher, E. (2001). Technology For Urban Schools: Gaps and Challenges. In Collier, C. & LeBaron, J.F. (Eds.). Technology in its Place: Successful Technology Infusion in Schools. San Francisco, CA: Jossey-Bass Inc.