Policymakers throughout all educational levels are wrestling with the cold, hard truth that the original funding of new equipment and software is the tip of the funding iceberg. In the '80s we called this the "hidden costs." In the '90s we were so excited about all the new gadgets that we forgot to worry about anything else. Now, in the new century, we are wondering how we can afford to keep the tools our administrators, teachers, parents and students are finally putting to good use.
As the Consortium for School Networking (CoSN) states in their Total Cost of Ownership white paper, "While many government and private programs provide the means of obtaining the much-needed technology for schools, there are few provisions for the necessary ongoing support of these technologies. School districts, having installed much of the technologies needed for classroom, administrative and community communications functions, are fast becoming aware of the support problems and need to budget for the ongoing support costs." These monies are often the last priority of any school entity.
With the revolving threat of federal funds elimination for E-Rate and EETT (Enhancing Education Through Technology) funds, districts must find their own reliable and ongoing funding sources, and state and federal leadership would do well to help calculate and take into consideration total cost of ownership. Seeing the big picture is a necessity.
General Budget Technology Funding
To compound the funding dilemma, many education leaders have yet to realize that technology is no longer a separate entity. Technology use is an everyday occurrence in every school in every district, at one level or another. Unfortunately, many education policy leaders have not revised their general budgets to support the proven ways technology improves the work and goals of the local education agencies (LEAs). Leaders who consider technology a "black hole" (as one administrator once told me) are burying their heads in the sand and should be made aware or trained.
Those who set the general fund budget should be informed of the successes from districts that have recreated education budgeting and work practices. These districts take advantage of technology to increase business efficiency and advance student learning, thus saving money and truly educating students while helping meet No Child Left Behind mandates:
One of the strongest organizations of high performing school districts west of the Mississippi River is the Western States Benchmarking Consortium. These districts constantly score above the norm on tests, have high graduation rates, and have lower dropout rates when compared with similar and dissimilar demographics. All of these school districts were early adopters of technology and have used it to support teachers, students and their business teams.
Assistant Superintendent John Q. Porter of Montgomery County Public Schools, an outstanding school district on the East Coast, stated in the June issue of District Administration magazine, "Our enemy is time, and technology is the only way [to combat that]. Still, there are people who don't understand the importance of technology because they fear it. One of the first things you realize in technology is that technology is change; those who fail in developing systems don't understand the dynamic of change."
Two years ago, Poway Unified School District was going to hire 32 new teachers. The technology department used their data warehousing tool to show district leaders they needed only 25 teachers. The leadership followed their advice instead of following old trends, and their estimation proved correct. The district saved approximately $350,000 in salaries -- more than the cost of the data warehouse installation.
Student assessments have changed. Trish Williams and Michael Kirst, in their article "School Practices that Matter" (Leadership Magazine, March/April 2006), state high performing districts must have assessments that align with state standards and have the ability to quickly inform teachers of results. Online assessments give policymakers a choice of how to properly assess students to support learning, with 24 hours or quicker result reporting. This should be a common practice to support the students and meet NCLB mandates.
Reasons to Do Tech Mining
Forecast likely development paths for emerging technologies - identify new products, research or service opportunity
Identify competitors, or collaborators, at the "fuzzy front end" of new product development - keep tract of your competitor's activity for market dominance.
Identify potential customers for your intellectual property ("IP") - new licensing, collaboration, acquisition and merger opportunities.
Discover additional application arenas for the outputs of your R&D - identify how to develop new products and services from your existing business processes, without inventing more.
Gauge market potential for prospective technology-based products and services
Be a wiser consumer of others' science and technology
Manage the risks of technology development and implementation based on better information.
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