--- TIC-TECH message:
Just to add my endorsement to Mark's comments. We at Meany MS have
struggled for years with fully-committed teachers also trying unsuccessfully
to maintain the robust technology assets and networks. With rotating system
analysts (they just move to better job$) we have been unable to fully and
consistently use what has been built. The very recent addition of a
Garfield aide and soon a Uwired student we are finally getting a handle on
the maintenance.
The absence of a fully or even partially funded maintenance-only technology
position makes us entirely dependent upon extra-budget add ons. Not a very
consistent or professional way to operate a large scale technology centered
facility. And definitely no way to encourage our more tentative technology
adverse cologues.
Bruce Peterson
bpeterson@tic.ssd.k12.wa.us
----- Original Message -----
From: "Mark Ahlness" <mahlness@cks.ssd.k12.wa.us>
To: <TIC-TECH@tic.ssd.k12.wa.us>
Sent: Wednesday, January 24, 2001 6:54 PM
Subject: Tic-Tech: Tech Mentor Support
> --- TIC-TECH message:
> I thought about responding to Peter's note to him personally, but then I
> figured, he's a pretty thick-skinned guy - and heck, he's new to the
> district, so here goes.... First, Peter, thanks for your addressing this
> issue - and I suspect your personal interest in pursuing it. More
> responses below.....
>
> On Wed, 24 Jan 2001, Klein, Peter wrote (on tic-tech):
>
> > It's clear that in order for technology to be used effectively in our
> > schools, instructional and technical support has to be part of the
school
> > culture. How should this look and what can we do to help these building
> > people help their school?
>
> Yes, building support needs to be part of the school culture, but first
> and foremost, it needs to be included in the school BUDGET. Half the
> schools in the district have no building funded tech position. I would
> suggest there also be a meeting of administrators to address the budget
> issue. It's hard to help these building tech people when they don't
> exist.
>
> > A few minutes will be taken at Thursday's Tech Forum to begin this
> > conversation. We are also planning on a discussion with a subset of
building
> > tech support people - elementary lab instructors who are interested in
> > redefining their roles - to be held on February 8th at 4:00 pm at TOPS.
>
> I think this is great! Elementary lab instructors do an incredible job in
> the face of a variety of adverse and challenging situations. But - will
> there also be a subset meeting of librarians who run their tech programs?
> How about UWired students? Or certs in generic do-it-all "tech"
> positions?
>
> My points are:
> 1) Many different people run tech programs in buildings - they probably
> all need redefined roles, and...
> 2) Redefining roles is great, but really - who defines the role of a tech
> position? Who decides what they want and how much they are going to pay
> a tech person? So far in Seattle, that's entirely up to the whim, luck,
> and prosperity of each individual school. I maintain the exercise of
> defining roles - without a new showing of direction and support from
> administration - will be pointless. - Mark
>
> Mark Ahlness
> mahlness@cks.ssd.k12.wa.us
> Teacher, grade three at:
> Arbor Heights Elementary School
> http://www.halcyon.com/arborhts/
>
>
>
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>
>
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This archive was generated by hypermail 2b29 : Thu Jan 25 2001 - 09:47:18 PST