obsolete because we have not done our job of training them. If we had done our job better as a society of providing teachers with the expertise and training that they needed, then society would not have to solve this other issue of kids’ access to inappropriate material. Teachers are very influential, at least with very young children.

We need to develop a business model that takes a patient approach to the retraining of the teacher workforce.4 Over the last 9 months, we have held training in 200 schools in Internet access, how to select good sites, how to use our particular tools, and a variety of related topics. We no longer will be doing on-site, in-service training. Instead, we are moving to a model in which we will train a trainer in the school and provide a variety of multimedia materials for the teachers. We have found that what is most effective with teachers is “just in time” training, rather than bringing them into an in-service for a day at the beginning of the year and then 4 months later when they go to use the materials. Providing that type of training and support mechanisms is expensive. It is a challenge to develop business models that will support the teachers so that they can provide the education that will cut down on some of the bad things that happen in this networked world.

4  

Marilyn Mason said that when libraries began using the Internet, entire staffs were retrained. Librarians are neither more nor less reluctant to use technology than are teachers. But if a library had something very specific that it wanted the staff to do, and if librarians saw this as a way to make their jobs easier and make themselves more effective, then they could embrace the technology as a new tool. The education profession has not sorted out how the Internet can be a tool for improving education. Mason suggested looking at where one can intervene in a cycle. One opportunity may be the emphasis on test scores, because they provide some measure of effectiveness. There are software packages that help children learn to read, and they can be effective if used in libraries. The key is to make sure there is a common understanding of how teachers are supposed to use technology.



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