Introduction
How often have you wanted to show certain material to your class to help clarify a lesson and found it impossible? It was simply not practical to hold it up, pass it around or have it duplicated.
Until recently, there was no really satisfactory answer to this common teaching problem. Only in the last few years has one of the most effective methods ever developed for visual communication become widely available: the modern overhead projector (Schultz, 1965).
As the quote above implies, technology has come a long way in thirty-three short years. The statement above was taken from a textbook used in colleges during that time. The entire book, 239 pages, involves effective use of the overhead projector. Many educators of today use the overhead projector more often than they use the chalkboard. This form of communication, like many technological enhancements, has become a common teaching tool. However, like all advancements in technology, the overhead projector has not come about without much analysis and criticism.
Advancements in new technologies often overwhelm many professionals in the field of education. Many teachers find the computer impossible to learn. It seems easier to continue teaching and doing paper work the old fashion way than to learn to navigate a computer program. Likewise, earlier technology miracles, such as the automobile and telephone, did not seem possible and were doubted for quite some time before they were finally accepted into modern society. Even when they were finally accepted, only the wealthy could afford such luxuries. Oddly enough, those luxuries have now become necessities and commonplace. A similar evolution is currently taking place in schools with newer technologies. Computer technology has followed the same sequence. When the first computer was created, people said that it was unrealistic, costly, and would never amount to much. Computers are now becoming commonplace. Because computers have become a powerful form of communication, one goal of schools should be to ensure that the students of America become computer literate.
In 1997, President William Clinton signed a bill that encouraged school districts to enhance their technologies. The bill, called the E-rate, requires telecommunications services to offer rates at a discount to schools (U.S. Department of Education, 1998). Many schools have made applications for this discount, thus promoting technology for their districts.
Because of these advancements in technology (Educom Review Staff, 1994), school districts have found a need to hire individuals to administer their technology programs. These individuals have become essential in many school technology programs all across the country. Their importance and place in today’s educational systems is still evolving, which provides the foundation for this research paper. There is a need to clarify the duties of these newfound positions as well as determine the importance of having a technology coordinator within a school district.