Corey Osvog's education students at CSU-Bakersfield feel empowered by technology when they finish their coursework. But when they start working as teachers, they're often frustrated to find the technology is locked up in the library because administrators don't trust teachers to use it properly.
Osvog, who also teaches fifth grade at Norris Elementary School in Bakersfield, has made sure that won't happen at his school. He has convinced the administration to put him in charge of what he calls "the toys." And the toys are all being used.
"I encourage teachers to take things like the digital camera home on the weekend so they can get comfortable using them," he says. "If they are kept locked in a cupboard, they aren't going to do anybody any good."
Osvog, a member of the Norris Teachers Association, says he feels very fortunate and "grateful" to have state-of-the-art technology in his classroom. He says most teachers would "drool over" the eight brand-new Macs with Internet access that are networked together, a laser color printer, an LCD projector, a digital still camera and a digital movie camera. But he doesn't understand why teachers are never consulted about technology before the district makes a major investment.
"When it comes to technology, a lot of districts put the cart before the horse," says Osvog. "They want the newest, shiniest thing on the block, but it may not be what's needed in the classroom."
His district recently purchased a computer attendance program that was very expensive. "It's geared for high school and was terrible for the elementary school level. No teachers were consulted before purchasing the product, which I find ironic because they called me when they needed someone with technology smarts to make it work."
The district sent a school administrator, a district engineer and an office secretary for training with the program. "Was a teacher sent? No, and we're the ones using it every day," says Osvog.
"I don't think administrators have been trained in asking us for our opinions."