Week 5 Blog

    I recently had a conversation with our IT guy.  When I asked about our technology budget, he explained how important E-rate funding is for our district. The Internet flows into one campus, and E-rate helps bridge it to the other two. He said it covers a large portion of the cost, which allows us to keep reliable internet across campuses.

    Our school is not a Title I school, although we are getting closer to that threshold. Even so, we still receive grants and funding as a rural district, which helps support our technology needs.

    One of the biggest issues I found is that we do not have a clear technology budget or plan. It is apparent that “whoever yells the loudest gets the funding,” which leads to purchases that are not always helpful. For example, iPads were recently purchased for elementary smart boards, even though those boards already allow interaction and teachers already have document cameras. Improper usage of funding really stood out to me because we are not lacking technology; we are lacking direction.

    Broadband is not a major issue for most of our students, but it still affects some rural families. Programs like E-rate help ensure students can access learning and complete online work. Even though we have mostly resolved access issues, it is still important to maintain it so that no students fall behind.

    One strength of our school is our support for SPED students with technology. We use text-to-speech, scanning pens, and AI tools so students can stay on the same topic at their level. Crossland et al. (2018) explain that technology and Universal Design for Learning (UDL) support all learners by providing multiple ways to access content. Many of these tools help all students, not just those with disabilities.

    Reading more from Crossland et al. (2018), I realized this is where our school needs to go. Technology should differentiate learning, but it also needs to meet accessibility and legal expectations. ESSA emphasizes that technology should support all learners, including students with disabilities. That means we have to be intentional with how we choose and use technology. If we are not thinking about accessibility, we are not meeting all students’ needs.

    This connects to my technology plan. My focus is not on more devices, but better use. Better usage aligns well with Title IV-A funding, as most of that money is intended for professional development. The ISTE (2018) guidance really supports this because it focuses on using technology to improve learning, not just adding tools. That is what should guide our professional development. In my classroom, the biggest need is training. I see students every day using technology as a shortcut instead of learning, which shows why this shift matters. Teachers need support in helping students use technology to think and problem-solve, not just complete work.

    My next steps are to work with leadership to review how funds such as Title IV-A are being used and to advocate for greater focus on professional development and a clear plan. A real technology budget needs to be set and discussed with the administration and the school board so that money is used with purpose and followed correctly. A technology coach could also play a role by supporting teachers, guiding professional development, and helping find grants and funding opportunities to support the plan.

    Overall, we have strong resources, but without a plan, they are not always used well. We have the tools. Now we need a plan for using them to improve learning.

References

Crossland, A., Gray, &ld, J. (2018). ESSA and digital learning: Closing the digital accessibility gap. American Institute for Research. 

FCC. (2024). E-rate: Universal service program for schools and libraries. Retrieved from: https://www.fcc.gov/consumers/guides/universal-service-program-schools-and-libraries-e-rate

ISTE. (2018). Using ESSA to fund EdTech: Getting the most out of Title IV-A. 

U.S. Department of Education. (2026). Student Support & Academic Enrichment Program (Title IV & Part A). Retrieved from: https://www.ed.gov/grants-and-programs/formula-grants/school-improvement-grants/student-support-and-academic-enrichment-program-title-iv-part

* ChatGPT was used to organize my thoughts, Claude gave suggestions to make sure I followed directions, and Grammarly was used to support grammar. 

** I apologize and am grateful for the grace after having two emergency surgeries on Monday. Thank you to all who gave me grace, 

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