A Crisis: Funding for Educational Technology in the United States

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A Crisis: Funding for Educational Technology in the United States

The United States is a country that thrives through technological advancement. The wealth and success of this nation is dependent on providing every child, regardless of race, ethnicity, or gender, with the opportunity to obtain technological skills that are essential for a successful future. Unfortunately, educational funding for technology has failed to take precedent. In realizing that, the question then becomes, how is a country expected to thrive from the use and advancement of technology, when failing to properly train future leaders? Funding must be provided for schools to purchase technological equipment, such as computers, in order to ensure that each
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In reality, this program was at risk fordoing quite theopposite, by drastically cutting the entire education budget. Furthermore,if the plan is based on performance, it is the underprivileged schools thatoften have the lowest test scores. If these schools do somehow obtain fundingfrom the government they most likely will spend the funding intended fortechnology on other more pressing demands or needs, such as textbooks ornew facilities. The government cannot expect any school to deprivestudents of necessities, such as functioning bathrooms, in order to obtainluxuries, such as a computer in each classroom (Guerard, 2). The majorityof schools, especially those in rural or poor communities, rely heavily onyearly funding from their state government as well as the national government. Schools are the institutes of learning and knowledge for the majority ofchildren in this country, and therefore funding should be a priority in governmentplanning and budgeting. It should take precedence, and be seen as anissue of great importance. Unfortunately, this is often not the case. Budgeting for technology in education can be delayed when a majorcrisis occurs in this country, such as the terrorist attacks on the WorldTrade Center and the Pentagon. Melinda Maddox, the coordinator of theAlabama Department of Education's Office of Technology Initiatives, feltthat due to the terrorist

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