Most of the $30 million spent on computer technology in Jefferson County public school classrooms in the past decade is not helping students learn, according to a new analysis done by the school district.

That's because most teachers, administrators and students lack the skills to use computers to increase academic achievement, the report found.

It's "an alarming statement," school board member Pat O'Leary said.

Up to 60 percent to 75 percent of teachers do not regularly use technology in their lessons, said Cary Petersen, district director of technology.

The analysis is part of a plan that calls for more computer training, higher standards and an increase in the use of technology in the classroom in the coming year.

It's a nationwide issue, experts say.

"Taxpayers spent billions getting computers and Internet into classrooms" on the promise of better student achievement, yet "many are not being used instructionally," said Randy Bell, a University of Virginia education professor who studies the issue.

Austin Stallworth, 13, who is entering Louisville's Central High this year, said that using math software and doing Internet research made learning "more fun" and interesting in middle school -- but that happened only rarely.

"They're not using it to the level they could," said his mother, Deborah Stallworth.

The reasons are many, experts and educators say.

Teachers are pressed for time and face competing demands. Technology training in college, and on the job, is often minimal. There may be only a handful of computers in each classroom -- many outdated and unable to run new software. And getting to the better-equipped computer labs requires juggling of classroom schedules.

In addition, Kentucky does not require teachers to use technology to enrich lessons. Only teachers hired in the past five years had to meet state technology skill requirements.

Because of that, technology use varies among schools and classrooms, said Lisa Gross, a spokeswoman for the Kentucky Department of Education.

In Jefferson County, there are "pockets of brilliance and deserts of non-use," said Carolyn Rude-Parkins, a University of Louisville education professor who helps the district with technology.

Some question results
Not everyone agrees that technology is essential in the classroom.

Physics teacher Brent McKim, who heads the Jefferson County Teachers Association, said that while technology can enrich learning, "no teachers should ever be required to integrate technology" if they teach more effectively without it. He also cautioned against an over-reliance on technology.

"I teach science. You can use computer programs to do virtual experiments, but then the students don't get to touch test tubes or anything," he said. "Their experience is virtual."

Research on the topic is mixed, and national education experts are divided on whether teaching with technology improves student test scores, motivation or attendance.

Supporters argue that it encourages critical thinking and self-directed learning, while preparing students for jobs where computers are commonplace.

Many educators, including Cindy Kustes, a business teacher at Southern High School, believe that it can be effective in drawing students into learning.

Kustes said she uses computers in the classroom three days a week. She has software that allows students to create and run virtual businesses, and her students also use the Internet for research and projects.

"The kids are getting more tech-savvy, and they enjoy it. It helps to keep them engaged," she said.

Alana Gosnell, 18, a Jefferson County High School senior, agreed. She is taking senior English online through the district's e-School this summer, reading "Macbeth" on a site that has dictionaries, instant quizzes and related links.

"It's quick, and extensive help is right there for you," she said.

Plans to improve
Jefferson County is working on several initiatives aimed at increasing the use of technology.

This summer, for example, it is doubling the number of teachers trained on using technology to 1,000, with an emphasis on arming them with practical ways to weave it into lessons.

They also will give 300 educators in 34 schools -- middle school math teachers and fourth- and fifth-grade teachers -- laptops and projectors. The idea is that teachers can use tech-rich programs in front of the whole class, instead of rotating among a handful of students at a time through classroom workstations.

In addition, students will be able to access a new Web site containing links to 5,000 curriculum-related sites, along with dictionaries and other research tools. For example, students studying the solar system could access a NASA site or practice geometry using virtual manipulation of shapes.

"There are a lot of resources available, but the students don't know how to access them and the teachers don't know what's there," said Sharon Shrout, an education technology official with the district.

Officials also will examine how they might make teachers more accountable for maintaining state skill standards, such as being able to show they can use a computer to support their lessons.

The district is working on other technology fronts -- creating more online courses and continuing to provide loaner laptops to all students at Moore middle and high, Western Middle and Shawnee High.

At those schools, teacher training this year will focus on ways computers can be better integrated into classroom instruction. During 80 random checks last year, teachers or students were using them for schoolwork only half the time.

Educators hope such efforts will improve student skills.

According to The Associated Press, some colleges are finding that while students seem comfortable with e-mail, Google and downloading music -- they are less familiar with technological skills they can use in the workplace, such as locating and verifying reliable online information.

Tests in 2004 showed that 57 percent of the Jefferson district's high school students were proficient in skills such as keyboarding, spreadsheets and Internet use. The goal is 80 percent.

Individual school scores vary, ranging from 24 percent at Liberty High to 98 percent at Dunn Elementary.

Source: Courier-Journal, Louisville, KY