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Technology Inventory Summary Where Do We Stand in 2000 Main Page Results Summary |
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EXECUTIVE SUMMARY
Improving access to technology for students and teachers and developing the effective integration
of technology into classrooms is a critical part of school reform in Maryland. The 1999 Maryland
Plan for Technology in Education set forth a vision and strategy for strengthening technology in
schools. In an effort to monitor implementation of the state plan, MSDE conducted statewide
inventories of technology resources in 1995 and 1997, resulting in the 1997 MBRT report entitled
"Where We Stand" and 1998 report entitles "Where We Stand Now". A new online technology inventory
system was implemented in late 1999 and the preliminary results of the survey are the subject of
this report. The Committee on Technology in Education will conduct further analysis of the data
over the course of 2000'.
 The primary purpose of the technology inventory is to quantitatively measure progress towards specific targets in key areas of the state plan, such as access to equipment and networks, availability of technical support, and level of teacher knowledge and skills. The 1999 inventory added sections to gather data related to the use of technology by students, teachers, and administrators and the availability of assistive technology in schools. |
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The online nature of the new survey allows for the efficient dissemination of comprehensive data sets to the public. Results are available for the State, by local school district, or at the individual school level. Importantly, this allows decision-makers to assess progress and needs all at levels of K-12 education in the state of Maryland. Overall, the results of the 1999 Technology Inventory show that Maryland continues to make steady progress, especially in improving student-to-computer ratios and access to the Internet. Computers are increasingly available for both students and teachers in classrooms. Teachers have gained knowledge and skills, especially in using e-mail and the resources of the Internet. Technology support for school networks and equipment as well as professional development is shared by a number of individuals within local school systems. Students, teachers, and administrators are using the technology on a regular basis for a variety of activities. Familiar challenges remain, however. Student-to-computer ratios and classroom access to the Internet in several high poverty urban districts are still below the State average. Hiring of full-time technical support staff must increase to support the ever-increasing technology and use in schools. Teachers continue to need more professional development in using technology with their students, especially for the integration of effective applications and content that foster and grow higher level thinking and problem solving skills. |
