very so often a new technology comes along that challenges our thoughts about what technology is supposed to be. Handheld computers, we predict, are the next machines that will change the face of our everyday lives. Already common in the business world, these tiny devices are just now being introduced into schools. Technology leaders need to think deeply and systematically about how this new technology can be used to enhance teaching and learning. In the past, educational technology has been littered with failures -- software that did not produce, computer labs infected with what author and consultant Jamieson McKenzie calls "screen saver disease," and curricula that ignored the potential of technology. But there have also been many successes -- schools that give teachers the technical and curricular support they need, students who use technology to practice information literacy and develop authentic products, administrators who give needed support for technology, and communities that value and support the school programs. Why are some schools successful while others are not? The difference is a leader who sees the big picture. Technology leaders who have a systematic perspective that encompasses all facets of the organization can see the technology's potential as well as pitfalls and stumbling blocks that could hinder or even cripple technology programs. Thirteen buttons Imagine the following scenario: Searching the Internet, you come upon a Web site with 13 buttons, labeled leadership, teaching and learning, staff development, technology support, planning, infrastructure, safety, ethics, evaluation, security, curriculum, change, and equity. Each button links to information about a particular facet of implementing handheld computers into all aspects of your school system. You can begin with any button, but the Web site advises starting with leadership. Here's a taste of what you would find at each link, including guiding questions to ask about that particular topic as you plan to implement handheld computers into district operations: 1. Leadership. The leader has a vision of how emerging technologies can help all people become lifelong learners who use those technologies effectively. Handheld computers bring much potential as well as new issues to address. Good leaders understand the complexities inherent in emerging technologies. They understand how each button affects the others, and they are effective models in the use of new technologies. Questions to ask about leadership: • What is the leader's role in integrating handheld computers into the school district? • What issues must the leader consider when focusing on handheld computers? • What are the implications of mobile computing in a learning organization? • Will the benefits of handheld computers be apparent to all leaders? • Who should use handheld computing devices? 2. Teaching and learning. Like desktop computers, handhelds can be transformed by adding different software or hardware. They can be used as calculators, digital cameras, notepads, or scientific sensing devices. Two factors set handheld computers apart from desktop machines, however: price and portability. These devices currently cost from $150 to $450, and prices can be expected to drop. Their small size makes them easy to carry from class to class and from school to home, giving handhelds a major advantage over the desktop computer. This portability, combined with powerful data processing and versatility, makes handheld computers a significant educational tool. Handhelds also provide a feeling of true ownership. Students can use lab or classroom desktop computers, but they must share them with others. A handheld computer, on the other hand, can be a true "personal computer." Students can use the devices to gather, store, and retrieve important information -- thus developing information literacy, which is at the heart of lifelong learning. Teachers can use handheld computers for personal management tasks and for teaming with others. They can share information and collaborate with administrators, other teachers, and students. Questions to ask about teaching and learning: • Will the handheld computer replace the desktop computer? • What are the implications for teaching and learning? • Will teachers' use of handheld computers be different from students' use? How? Why? • What are the best uses of handheld computers? • Is there research on handheld computing and student performance? What does it say? 3. Staff development. Getting teachers and students to use emerging technology effectively is critical for new technologies to be used to full potential. Much of what people know about using desktop computers can be transferred to using handheld computers, but differences still exist that can pose roadblocks. One of the best ways to provide support is to make sure a community of users is actively involved in learning about and with handheld computers. Using the devices for personal management tasks can be a starting point -- people can learn to keep their personal calendars, for example. However, a community of users gives the best support for raising everyone's skill level and helping everyone to use handheld computers as empowerment tools. Questions to ask about staff development: • What kind of staff development is necessary for handheld computers? • Who should be responsible for staff development? • When and where should staff development programs be held? • How should staff development programs be organized? • What elements of technology-based staff development are applicable to handheld computers? 4. Technology support. Handheld computers, like desktops, need to be kept in working order, and problems need to be fixed in a timely manner. Users come to depend on their handhelds and need to know they won't be without them for long. One solution is to have a few extra "loaners" that could be used in the event of major problems. It's also important to make sure people have the information and help they need to use handhelds effectively. Help desks, online resources, and skilled tech-support staff are critical -- especially when the devices are introduced. That's when people will be the least knowledgeable and hardware and software bugs will need to be worked out. Finally, tech-support staffers are often trained primarily for desktop computers and might not be prepared to support handhelds. They should receive the necessary training as far in advance as possible before handheld computers are deployed in the rest of the school. Questions to ask about technology support: • Who should be responsible for tech support? • Is tech support for handheld computers different from support for other types of technology? • How are tech-support personnel trained for handheld computers? • Could existing models be adapted to handheld computers? 5. Planning. A solid technology plan is critical for the implementation of any technology in schools, and leaders need to be aware of emerging technologies that should be incorporated into their planning. Handheld computers are among the most important of these. Much is now being learned about what these devices can do and how they can help students learn. This knowledge should be taken into account in a systematic approach for implementing handheld computers. Questions to ask about planning: • How should your school district plan for handheld computers? • Who should be responsible for planning? • How often should planning be done? • Should handheld computers be incorporated into the existing technology plan? • Should planning be done at the district level as well as the building level? Why? 6. Infrastructure. Although handheld computers are not expensive, peripherals such as keyboards, cameras, cases, styli, and hardware modules must also be purchased. Decisions about who needs what equipment must be made. Software must be added and regularly upgraded. (Although some software is free, high-quality commercial products are often a better value in the long run.) And networking is another infrastructure consideration. Questions to ask about infrastructure: • What kind of infrastructure is necessary to support handheld computers? • Will you need new infrastructure? • Are there barriers in the existing infrastructure that will hamper the use of handheld computers? • What should new facilities look like to accommodate handheld computers? • How will your district fund handheld computers? 7. Safety. Little is known about the handheld computer's possible impact on students' health. One possible problem is eyestrain because of the tiny screen; another is hand cramp because of the need for precise small-motor movement when using the stylus. New color screens that provide better contrast might alleviate eyestrain, and use of a larger stylus or keyboard can help alleviate cramp. Until more is known on these issues, it's important to be aware of possible problems and make sure technology that helps develop the mind does not hurt the body. Questions to ask about safety: • What are the safety issues when using handheld computers? • Is eyestrain a problem? • Is carpal tunnel syndrome or hand cramping a problem? • How are the safety issues different from those of other types of technology? • Are young students at risk of developing problems over time? 8. Ethics. All new technologies raise new ethical questions, and handheld computers are no exception. Using an infrared port like that on a TV remote control, handheld computers can beam information to other handhelds. This allows students to share information easily, but it also raises the possibility of cheating. Students might also play games on the devices. Technology leaders will need to evaluate what role, if any, games play in the implementation of handheld computers. Teachers will need to decide how to deal with students who seem to be taking notes but are actually playing games. Above all, schools should have in place a curriculum that incorporates digital ethics, and administrators and teachers should be ethical role models for students. Without forethought and planning, the handheld computer could become more distraction than learning tool. Questions to ask about ethics: • What ethical issues need to be addressed in handheld computers? • How have your schools addressed these ethical issues so far? • What is likely to happen if you have no acceptable-use policy or digital citizenship curriculum? • How can leaders demonstrate ethical behavior when using handheld computers? 9. Evaluation. Evaluation provides important feedback that can help determine how well technology is being used and whether it's an effective teaching and productivity tool. In the past, schools have generally not done a good job of evaluating technology, but stakeholder demands for accountability require a change. Schools need to look at what evaluation techniques are best suited to their situation and the outcomes they have set for themselves. Questions to ask about evaluation: • How can you evaluate the effectiveness of handheld computers? • Is this evaluation different from other forms of technology evaluation? • What kind of assessment measures are available to determine the effectiveness of handheld computers? • What should you evaluate -- student achievement, faculty effectiveness, faculty efficiency, student productivity? 10. Security. Desktop computers can be locked in labs, but handhelds are designed to be mobile, which leaves them susceptible to damage and theft. This could be a serious problem if a handheld computer storing sensitive data is lost or stolen. Another possibility is the loss of important information in the process of transferring data from a handheld computer to a desktop computer or back. Although this "syncing" process is largely automated, users need to know how to do it without losing or overwriting data. Finally, although destructive programs such as viruses and worms are not yet a problem for handheld computers, they will certainly be in the future. Questions to ask about security: • What security issues are present with handheld computers? • What can you do to enhance security when using handheld computers? • Is theft an issue? Is misuse of information an issue? • How can you balance security with maximum accessibility? 11. Curriculum. Handheld computers might have no more role in curriculum than other tools such as calculators. Or they might play a major role in helping students practice information literacy as an active part of their information needs. Looking at where handheld computers fit into the current curriculum can help you determine the appropriate function of handheld computers -- and their potential. Questions to ask about curriculum: • What impact will handheld computers have on the curriculum? • What kinds of curriculum materials can they hold? • What should the curriculum focus on with handheld computers? 12. Change. Leaders need to be familiar with the change process and how to help people understand and embrace change. Using handheld computers and desktop computers requires different mind-sets. Far more than just electronic organizers, handheld computers challenge users to think about how they use information and determine how they can best build their own mobile databank. These devices change the way users access, collect, transfer, store, categorize, and find information. Questions to ask about change: • What kind of change will handheld computers bring? • What are people's basic concerns about handheld computers? • How will handheld computers impact personal and professional lives? • What can you do to facilitate change? 13. Equity. Access to technology varies greatly depending on several factors, including resources, geographic area, and leadership. Schools in affluent areas tend to have better technology. They are supported by the community and encouraged to use technology in all facets of education. Schools with fewer financial resources are at a disadvantage when it comes to buying, learning, and using technology, resulting in a "skills divide" between students who have the skills necessary to use technologies and those who don't. The power of handheld computers, combined with their low cost, will help get technology into the hands of students who might not normally have access to it. Questions to ask about equity: • How can you determine whether there is a digital divide in your district? • What is causing the inequity? • What practices can help bridge the divide? • Can handheld computers help close the gap? Click here The "13 button" metaphor provides a way to look at a new technology and suggests that the issues are dynamic. Different factors come to the fore depending on the school district's situation. When you're first thinking of introducing handheld computers into a school, for example, the leadership and planning buttons are primary. As the planning process matures, other buttons become important. Clicking on the teaching and learning, curriculum, and evaluation buttons can help you understand how the new technology will be used and evaluated. And once you have a good idea of what handhelds can do in your school, buttons such as infrastructure, staff development, and tech support take on new importance. All 13 buttons will increase and decrease in significance. You might find that some students are misusing the devices, for example, and need to look at how to deal with ethical issues. Or you might have safety concerns for eyestrain with young students or security concerns when students break or lose their handheld computers. The integration of handheld computers into education is a system in which all parts impact and interact with one another. This systems approach provides a framework that can give direction and guidance for the effective use of emerging technologies in your schools. David Pownell is an educational technology specialist in the Kansas State University College of Education, Manhattan, Kansas. Gerald D. Bailey is a professor of education at the Kansas State University College of Education, Manhattan, Kansas.

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