The Learnal

In the early sixties there was a new movement in education whose principles embodied creativity, collaboration, authenticity, individualism, and openness. Walls and doors were dramatically removed from classrooms so students could communicate with peers of all ages and share resources across the building. Teaching was tailored to individual students as they frequently pursued their own learning interests, worked in the community, and collaborated with peers on self directed learning projects. Teachers shifted their roles from learning directors to learning mentors and spent more time working with students individually and in small groups. This movement was call the “Open Classroom.” Sadly, the open classroom faded away and as standards-based curriculum and high-stakes testing have taken the forefront, one wonders if there is any hope for the principles the open classroom embodied. I believe there is.

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Perhaps the most intuitively obvious need for schools to utilize technology is simply the presence of and access to the technology resources themselves. Some of the key questions identified by the U.S. Department of Education (2002) for assessing technology in schools ask whether the equipment is present, is it available to staff and students, and are personnel available to proved technical support. The state of North Carolina has likewise provided access and infrastructure guidelines for successfully implementing technology in schools through its IMPACT model for media and technology programs adopted through the state’s technology plan (Public Schools of North Carolina, 2007). These include providing technology resources, providing barrier free access to technology resources, and providing support staff to maintain equipment and assist with technical questions. The necessity of these components is further documented in the literature (ISTE, 2002; North Central Regional Education Laboratory, 2000; Milken Exchange, 1998; Benton Foundation, 2003).

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