Matsuyama University, Japan
This inquiry was conducted into how individual schools or school districts obtain and maintain their technology Internet enhanced learning and study tools. This study was not concerned with specific computer application software. The research was conducted over a one-week period in Portland, Oregon and Vancouver, Washington, U.S.A. in August of 2017. Although only a short span of time was covered the visitation of two private senior high schools and a public-school district was included. In this age of technological enhancement for learning acquiring even the most basic of Internet enabled devices can become costly. Additionally, the responsibility for broken, lost, or stolen devices can become problematic as to who is ultimately responsible the school or the student. If the learner comes from a low income single parent family the cost of redistribution may total close to $1000 U.S. dollars depending on the device. This investigation therefore, covered the key issue of how devices are obtained and maintained in a fair and equal manner. The research discovered that many individual schools and districts have had to come up with their own specific solutions to settle this dilemma. Monies from bonds or special levies are usually required in the instance of public schools. Private schools on the other hand have had to come up with their own unique solutions. This small sampling is prevalent to the current situation in many schools throughout the U.S. and may also be comparable to various schools throughout the world. Each of the case study will be rationalized so that readers can come away with a deeper understanding of the problem that exists today and workable solutions that may be appropriate for their own instructional and learning situation.
Education Technology, I-pad, School, Tablet computing, Teaching