According to a recent TV news story, Hong Kong schools are having difficulties trying to come to terms with the introduction of large numbers of computers without the information technology-trained staff to fulfil the managerial and maintenance roles associated with the deployment of the computers.
While the teachers and their supporting professional union do have a valid point, there are what I believe to be more immediate problems associated with the introduction of computer technology into schools - before the kids get to use them.
Computer-assisted instruction in its own right delivers an effect on student achievement that is at best average, especially in terms of the high cost of equipping schools with computers.
The way to improve students' levels of achievement using computers is not to throw more and more boxes and personnel at schools. It is to integrate the computers in such a way to allow the more effective teaching practices often associated with computers in schools to flourish.
This requires a few givens: a technology plan clearly linked to the school's stated mission; teacher expertise not only in the use of computers but more importantly in the use of alternative teaching practices which maximise, in conjunction with the computer use, student achievement; and the development of curricula that reflect the above.
If the computers are being used by students without most or all of these in place, the provision of technical staff will not allow teachers to make the computers integral to the learning experiences of the students.
