The public appears to be in agreement that skill with technology is a must for citizens of the 21st century (NRC, 1989). However, the calculators, computers, VCRs, CD-ROMS, and laserdisks that are purchased for classroom use often lie dormant in closets and labs waiting for the right time. This is not to say that technology is never used in schools. Pioneering teachers thrive on technological innovation and attempt to improve student learning through any and all means. But they tend to do this on their own with little collegial or financial support. Overall, change in education is rare and seldom sustained (Cohen, 1987).
What makes change so difficult? In his paper published on the Internet - Technology Refusal and The Organizational Culture of Schools- Steven Hodas frames the discussion of technology in schools in terms of culture. He suggests that there exists in the present school culture an intrinsic reward and punishment system that maintains the traditional sources of power and inhibits innovation. That is especially true in the case of technological innovation. Technology is one of the least understood and most feared resources available to educators. The perceived cost, expertise and experience necessary to use technology forces many eduators to resist its use. A deeper concern is the question of the effect this will have in the classroom. What greater threat to traditional authority in schools than students who know more than teachers about technology?
If one assumes that public schools are a culture in their own right and that the culture is based upon traditional lines of authority that resist change, than the successful implementation of new programs, ideas or behaviors is dependent upon altering that culture.
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