I suppose that school IT departments are a necessary evil, but that does not change the fact that 999 out of 1,000 of them are just evil.
Too many school leaders are so terrified of anything that plugs in that they surrender unprecedented budgetary authority and power to folks unworthy of such responsibility. Rather than provide support for the professional educators and children one would think they are there to serve, far too many school IT personnel add unnecessary complication and obstacles to the mission of a school. In way too many schools, teachers report to IT staff who put in place cumbersome policies that conflict with educational priorities and make computers too unreliable to have a significant impact on teaching or learning.
In 1990, I led professional development in the world’s first laptop schools. Over the next several years, I helped countless schools “go 1:1.” Until around 1995-96, most schools with 1,000 laptops employed one nice lady you went to when your computer broke. She patted you on the head, wiped your tears and called the vendor to repair the machine. In the mid-90s, everything changed. The World Wide Web decentralized computing by tying computers back together via networks, schools spent a king’s ransom worrying about nonsense like backing up kids’ data, securing the 7th grade computer lab against the Soviets, and installing draconian filtering systems that with each passing year made the Web less reliable or useful to students. Administrative ignorance of computers now had a new friend, paralyzing fear of what kids might find online. Now schools suddenly required an army of IT gatekeepers who if incompetent enough could convince their schools to hire all of their friends.
In the K-6 school where I work regularly, we managed approximately 60 laptops last year with no security, networked storage or IT personnel. I wrote the number of each laptop on its underside with a Sharpie and kids knew that if they wanted to continue working on yesterday’s file, they should go back to the same laptop they were using. Everything worked just swell. There were no maintenance issues and computers behaved as one would expect, not the figment of a computer kids have come to expect after the IT Department is done “fixing them.” Schools routinely buy a $1,000 computer and quickly turn it into a $200 “device.” I know we constantly have to defend computers for students, but does anyone EVER question the ROI for school IT personnel?
The scenario I just described often leads me to wonder if schools really possess the maturity to have computers. We’re not preparing kids for the future if the computers they’re forced to use don’t function normally or if we confiscate a kid’s machine after they make it operational (see LAUSD iPad clown show). It’s no wonder we can’t have nice things.
Today, I saw the promised land.
I’m in Mumbai working at the American School of Bombay for a week. This is my third trip here since 2004 when I was hired by the school board to perform an audit of their computer use. This morning, I taught 60 tenth graders for three hours. We began by having all of the students spend an hour or so programming in Turtle Art and then set up three areas where kids could choose to work on MaKey MaKey projects, Arduino engineering, or wearable computing/soft-circuits.
Great stuff happened, not just because I’m a badass who can teach 60 kids I’ve never met before to program, build robots and make wearable computers, but because the school’s IT Department was there to help! Let me say that again real slowly… “The ———— IT ———- Department ——— Was —— There —— To —— Help!” Mull that over a few times.
When I arrived, the materials I requested were waiting for me. When kids hadn’t bothered to download and install the software last night, the team helped me get software onto individual laptops. When we needed Arduino manuals, the team downloaded and printed ten copies. When we were missing an item, it arrived minutes later without an interruption in the instructional program. When kids needed help, the team pitched-in and they did so with a smile on their face and pride in a job well done. They love what the kids are able to do with the materials they support. (I should also mention the terrific science and math teachers who demonstrated genuine interest and delight in the work of their students.)
The leader of the IT Team received a second-hand note from me saying that I needed some sort of bucket-shaped item for use in one of the MaKey MaKey projects I hoped to interest kids in. He went to KFC last evening and scored a half-dozen chicken buckets for our use – EXACTLY what I needed, but didn’t know where to source in India.
I see kids go to the Help Desk and (wait for it) receive help. Yup. I’ve seen it with my own eyes. Every kid who has approached the Help Desk has left happy. Every time I go to the Apple Store “Genius” Bar, I want to take hostages.
The school IT Team here at ASB is fantastic, but there is obviously a culture in place that expects and supports such greatness. There must be great clarity in their customer service mission. I am honored to work with them.
PS: The network works perfectly and as a guest I have complete access to Facebook and Twitter – booyah!
* ASB is a BYOD school, but the device is a laptop of a minimum standard. This adds complexity to keeping every user up and running, but again, no problem at all.
Veteran educator Gary Stager, Ph.D. is co-author of Invent To Learn — Making, Tinkering, and Engineering in the Classroom, publisher at Constructing Modern Knowledge Press, and the founder of the Constructing Modern Knowledge summer institute. He led professional development in the world’s first 1:1 laptop schools thirty years ago and designed one of the oldest online graduate school programs. Gary is also the curator of The Seymour Papert archives at DailyPapert.com. Learn more about Gary here.