Just in Time Technology
By Jamie McKenzieNote: The following article is an excerpt from ‘s most recent book, Just in Time Technology: Doing Better with Fewer (FNO Press, 2002). In this book he argues that it makes sense to have just enough technology (just in time) to get the job done.
Just in time technology (JITT) is a notion whose time has come. Buy less equipment, make sure it is comfortably mobile and then move it about where it will do the most good. Strategic deployment.
Eliminate the screensaver’s disease so prevalent when computers sit idly by awaiting business like taxis in queue.
Technology as Goal
For a decade now, schools have been urged by a procession of visionaries to equip all classrooms and all children with high powered, globally connected digital tools.
These promoters have often put the cart squarely before the horse and sadly ahead of program development.
The tools became program.
"We are doing the computer."
"We are doing technology."
"We are doing the Internet."
"We are doing handhelds."
School leaders found themselves pressured to network their schools before anyone had a very clear notion of how these tools would enhance student performance.
Not only did wiring classrooms become a priority - so did the distribution of computers across all classrooms. Organizations such as the CEO Forum equated the level of curriculum integration with the number of computers per classroom.
We could label this kind of technology procurement and deployment the "just in case" technology model - a strategy that fills classrooms with equipment before clarifying purpose, value or strategy. The discovery of purpose and learning strategies is often expected to occur some time following installation.
This book argues for a dramatically different approach.
Smart schools will move computers around, taking advantage of lightweight wireless laptops and lightweight carts to place equipment where it will be prized and heavily utilized.
JITT Strategies
This approach requires a good deal of cooperation, planning and strategy. The following strategies often make the difference between success and disappointment:
1. Cultivating
Advance program and unit development is required so that scheduling and planning is a possibility. These units can then become required elements in each curriculum document with all teachers at a grade level expected to complete the unit. The creation of units reduces the uncertainties and the randomness of unplanned events.
2. Focusing
Develop technology rich learning units only in those disciplines and areas where it makes sense. Choose depth and quality over thinly distributed, superficial and inconsequential uses.
3. Moving
Put the equipment where it will do the most good and move it frequently as needs shift. Lightweight laptop carts can visit 2-4 classrooms a day without much difficulty. If one teacher only needs the equipment for a few periods, move it elsewhere during the "dead" periods.
4. Sharing
Many learning tasks will flourish when pairs and trios of students share laptops or other tools. The same may be true for a team of teachers moving laptop carts about. One teacher may wish equipment in the morning but gladly give up afternoon access.
5. Scheduling
Who gets what when? Someone needs to take responsibility for deciding and communicating who will need how much equipment at which times. Haphazard allocation and movement is wasteful.
6. Forecasting
Someone must take responsibility for anticipating needs likely to arise during coming weeks and months.
7. Supporting
Making smart use of fewer computers requires support services to keep equipment in great shape and to help with the scheduling and movement.
8. Empowering
Equipment becomes an extension of the teachers’ and the students’ interests and volition - an invited guest meant to serve and strengthen. No more presumptions.
9. Encouraging
Those who take the risks of using new tools need to hear acknowledgment, recognition, etc. They also need emotional support when facing difficulties.
10. Expecting
No equipment sitting idle. Use it or lose it. Teach the curriculum. Make the units happen. Everybody.
11. Assessing
Gather data to see how various technology units are influencing student skills and performance. Shed, cull, weed and eliminate those units and activities that make few discernible contributions.
12. Tallying
Keep track of how much equipment is actually used. Set clear goals for usage and track real usage vs. that goal. Look at revising strategies to meet usage goals. No denial.
13. Teaming
Certain kinds of teaming can reduce the need for formalized scheduling and planning, as laptop carts may be shared across 4 teachers at a grade level if they have strong collaborative skills and inclinations.
14. Orchestrating
To avoid haphazard implementation, someone with clout (the principal?) needs to keep an eye on the system-wide use of equipment, noting its breakdowns, squeaking joints, lurches, delays, gasps and stumbles. The larger the school and the more complex its culture, the more leadership is needed to keep the system humming smoothly and productively.
15. Rethinking
Based on experience, some strategies will prove more successful than others and the program must be reviewed with an eye toward shedding the poor strategies in favor of those with the best chances for success.
16. Revising
Periodic reviews and rethinking will lead to revision, synthesis, modification and invention of new approaches and combinations of strategies.
Note: McKenzie goes on to outline the trials, the tribulations and the triumphs of schools that have been working with wireless computers for the past few years. The book is filled with cautionary tales as well as solid advice to help maximize results.
© Jamie McKenzie 2003
