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Funding Educational Technology: Patterns, Plans, and Models by Kathleen C. Westbrook & Stephen T. Kerr - 1996In this chapter, the growth of educational technology over the past fifteen years is
briefly surveyed, outlining both the rapid expansion of the numbers of
computers and other types of equipment available in schools and classrooms
and the changing expectations of educators and community
leaders for what is desirable and acceptable as a minimal configuration
of technology goods and services. The costs of these items, especially
as a proportion of the overall school budget, are also indicated. Next,
the sources of financing themselves are reviewed, with special emphasis
on comparisons among state plans, approaches, formulas, and estimates
of need. The third section reviews in detail a proposed state plan that
addresses some of the equity and access concerns and is based on an
approach some states favor—using tax incentives to encourage business
and industry to give used technology hardware to schools. Finally, the issue of the recapitalization of schools as workplaces is raised and
explored as both a funding problem and a social and political issue. To view the full-text for this article you must be signed-in with the appropriate membership. Please review your options below: | This article originally appeared as NSSE Yearbook Vol 95, No. 2. |
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- Kathleen Westbrook
TGW & Associates
E-mail Author
KATHLEEN C. WESTBROOK is an education consultant with TGW & Associates in Hinsdale,
Illinois. Her specialty is education finance.
- Stephen Kerr
University of Washington
STEPHEN T. KERR is a Professor in the College of Education, University of Washington,
where he heads the Program in Educational Communication and Technology. He
is also an affiliate of the faculty in the Russian, Eastern Europe, and Central Asian Studies
Program in the Jackson School of International Studies at the University of Washington.
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