Imagine a 1980 vision. Who could have predicted the evolution of technology, the Internet, software, the capacity of modern computers.

Imagine a 16K computer that loaded software with a cassette tape! In those days, computer aided (assisted) instruction programs consisted of “drill and practice.” What else could a teacher do with these primitive computers?

And, in those days, Radio Shack was a player in the computer market. But Radio Shack isn’t an exhibitor for modern TCEA Conferences, now.

In a few years, Radio Shack’s K-8 Math software was a hit. And, the program has yet to be equaled in the quality of measurable student learning that

Could the visionaries of 1080 known what the future of educational computing would be like, or did they make a lucky mistake?

We can’t answer that question, but we do know that they made a huge mistake about technology integration.

What is the technology integration mistake?

After thirty years, including twenty years experience with viable computers, we have yet to decide what education will look like. And the integration of technology into instruction? This initiative seems like we have made little progress despite huge expenditures for technology hardware, software, infrastructure and training.

These expenditures yielded minimal results if measured against desired and testable learning outcomes that should have accrued from such massive capital investments.

The “twisted logic” of continuing to invest money in a program that hasn’t worked in 30 years goes something like this…

Cost of technology hardware, software, infrastructure, training and support – Stupendous

Measurable and testable students’ achievement that is directly a result of massive technology expenditures – Miniscule

Expectation that more expenditures will turn this situation around any time soon and that we will recoup our investment – Hopeless

Why the pessimism?

Answer: Because we are not ready to integrate technology into instruction. In fact, we are not ready to modernize education, with or without technology.

In fact, we tout a “factory-school” approach to education and technology integration as “innovation” when this approach is more like installing a faster conveyor belt in the same factory without retooling anything else.

In order to find an answer to the dilemma of “Spending more money for technology and receiving no measurable student outcomes that are directly related to these expenditures,” we need to ask the right questions.

Instead of asking, “What is the future of technology in education?” we need to ask, “What are the futures of our students?”

Instead of, “How can we sway, motivate or force we need to ask, “How can we make the technology easy, useful and outcome-oriented enough that teachers will want to use it?”

Instead of asking, “How can we find enough money to pay for the technology that our students need?” we should ask, “How can we show the value of technology in driving measurable student performance and achievement so that every school decision-maker will be delighted to invest as much as possible on technology solutions?”

So, after thirty years, has TCEA “called the establishment to task?” or has TCEA “become the establishment?” Have “conservative genes” kicked in, replacing TCEA’s visionary focus. Has what was once the “cutting edge” become a “safety razor?”

That question will be easy enough to answer if we know what to look for…if we know what the correct answer will look like.

If TCEA lauds itself for its past accomplishments, then TCEA’s vision is in need of glasses because it has become nearsighted.

If TCEA expresses satisfaction with the progress of technology integration in Texas and satisfaction with the pace of change, then TCEA has become blind.

But, if TCEA begins to “Tell it like it is,” then its vision has improved. And if TCEA sees that the future is about education and uncovering our students’ talents instead of focusing upon how to foist more technology tools into the education setting; then it has become farsighted.

And, if TCEA starts to notice that technology must become transparent and invisible to teachers and students, while making learning tasks easier and more efficient; then TCEA will have become clairvoyant.

Of course, TCEA has been used in the role of “straw man” in this essay. This was done to get these ideas past your defense mechanisms. The real question is, “Do you have the vision for improving the talents of our students, or are you focused on the use of technology?

Answer for yourself.

This is a slick move because so many teachers submit purchase requests to the school district that employs them. However, the turn-around time for school district purchase orders is lengthy, and a majority of teachers and technology staff cannot get the purchase order processed in time unless they submit it through bureaucratic channels by the end of Septermber.

To be fair, some school districts have an system in place to expedite purchase orders for conference registrations.

Imagine that if 6,000 teachers submit purchase orders, and two thirds of that number cannot get the purchase order processed in time for the “Early Bird” discount. This gives TCEA an additional $60,000 while providing no additional value to attendees.

Unfortunately, TCEA provides no additional incentives for early registration. In fact, online registration closes approximately one month before the convention.

This seems odd for a technology-focused organization to need such a long lead time for processing its online registrations; i.e., “Do they know how to practice what they preach?”

But, althought a financial incentive is absent, a personal incentive exists. That is, online registration allows avoiding the huge, “often moving at a glacial pace” registration lines.

So, wait until after the New Year to register for the TCEA conference unless you want to sign up for one of TCEA’s Paid Workshops.

The popular workshops close early.

However, this year, offers a day of free workshops and programs. This program follows the “Unconference” model. The benefit is that the TCEA Unconference uses Web 2.0-style social community support. Expect great programs and even better post-presentation follow-up resoruces from this free program.

Related links:

TCEA Unconference | TCEA EduBloggerCon | Open Source Resource Marketing Plan

Modelled after Edubloggercon at NECC.

February 9, 2010 in Austin, Texas

Look for the TCEA Unconference to provide superior Web 2.0 community support and exemplary post-Unconference folllow-up support.

Related links…

TCEA Unconference | TCEA EduBloggerCon | Open Source Resource Marketing Plan