ABSTRACT
Professional development in technology should be considered a high priority for most schools across the nation. Not only is the fast pace of emerging technologies almost impossible to keep up with, but it is a daunting task simply to support others in becoming comfortable with what might be considered the bare necessities of educational technology. Fortunately, many school districts have been proactive by allowing textbook funds to be used for software purchases or other allocated dollars to be directed toward the purchase of additional computers, digital cameras, document cameras, computer projection equipment, and so on. However, it goes without saying that many of these purchases will remain unused or at least not used to their fullest potential without training and support. Sometimes, school principals are pressured into spending funds at the end of a fiscal year and have little time to research the needs of the faculty or students. In some cases, one or two faculty members may be consulted and purchases will be made based on specific interests and needs. However, if training or support are not considered and the interested faculty members leave the school, those purchases may remain stored in a closet or be rarely used. I have assisted multiple schools with inventories and discovered unopened boxes of software in closets. In some cases, the software was too old to operate on the school’s new computers. This is very unfortunate when funds and resources are so limited. Unwise purchases can easily happen when only one or two people have a vision of how particular items, such as digital cameras or specific software, may be used to support a project. Wiser purchases are made when a vision is part of a bigger identified goal. and faculty share ideas and support. Schools need to approach professional development as an opportunity to get the most “bang for their buck,” so to speak, with limited funds.
