Abstract
The process of retooling schools to prepare students for the Twenty-First Century requires that schools invest in technology resources and ongoing professional development for teachers to support the transformation of teaching and learning practices through technology integration. Technology resources are still considered to be educational enhancements rather than essential tools for teaching and learning in most schools across the country. School budget constraints require that school districts reexamine expenditures regarding the investment in technology resources and the impact on student achievement.
The purpose of this study was to examine the current policies related to the ability of schools to purchase technology and related support services including an analysis of the investment made in technology and the impact on the transformation of classroom teaching and learning practices for the Twenty-First Century. This study includes an analysis of policies guiding the development of school budgets including additional funding sources based on federal, state, and district policies related to technology and related professional development for teachers. The study builds on current studies related to one-to-one technology access for students. An analysis of the financial impact of purchasing technology will assist schools in looking at the reallocation of resources and the design of Twenty-First Century technology rich classrooms. The study examines the changing attitudes and beliefs of students, teachers, parents, community members and administrators regarding the development of policies to support retooling of classrooms and the purchase of technology resources for schools. The results of the study will serve as a resource to other schools interested in the transformation of teaching and learning practices for Twenty-First Century classrooms.