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OSAPAC: A
Committee with Heart, Soul and …. Software!
-Perspectives From a New Member-
Flashback:
June 4, 1999
Meeting Room
Toronto
As I entered the Meeting Room, I quickly sought out any familiar faces in order to try and relieve the butterflies in my stomach and the jitters in my brain. People of varied ages and gender were either standing with a morning cup of coffee or for the most part, madly trying to find extension cords and power bars for their laptop computers. (In fact, now that I think about it…I had never been a part of a committee whereby every single person was seeking out a much-needed electrical outlet!) Ahhh…a familiar face and a warm greeting from a long-time acquaintance and professional colleague. My jitters dissipated, just a little. As she guided me from person to person offering introductions, (and I just as quickly forgetting each one's name) my eyes travelled the length of the laptop-covered table. But I had come prepared too! I quickly eyed an end seat that was still available, and plunked my laptop down and proceeded to try and look professional as if, I too, knew what I was doing. (At this point, this was no small feat.)
Just how did I get here in the first place? Just how do I get myself into these situations? Well, it actually started several years ago when I became an Education Consultant for the then, Wellington County Board of Education. As a K-OAC generalist, who was to assist in ALL subject areas, I was also given the extra "wee" responsibility for Computers in the Classroom. Now computers and I get along okay, always have …. always will. As a lifelong Teacher-Librarian, I attempted to embrace new technology as it was installed in my library. As a school/site administrator, I tried to encourage teachers to use computers effectively in their classrooms. As an additional qualifications instructor and "library circuit" speaker, I tried to promote the integration of computers into curriculum. So taking on a board-wide responsibility to act as a computer resource teacher would surely be doable.
As my life became ensconced (or should I say buried?) in the world of curriculum and computers, one area that I became responsible for was the OESS-Ontario Educational Software Service and OSAP- Ontario Software Acquisition Program. I was astounded when I first saw the list of all the software that should be available to our students and teachers! As a classroom teacher I wanted to know, just where the heck was this software and how come I never really knew much about it? Let me tell you, that when I took over being the board OESS rep (no insult to my predecessor intended), there really wasn't an established and workable process in place. I'm a bit of a process freak. So within 1-2 years, I worked diligently to establish a process (never near perfect even as of yet) whereby the Ministry licensed software would arrive on my desk and I would work with our technical support staff, duplication centres, and most importantly, school contact person, in order to distribute the much needed curriculum software. At that time, Windows software was a big problem, because the majority of our Board computers were still DOS based. Now of course, we face the issues of disk Vs CD-ROM, network Vs standalone, NT VS Novell, and so on. However, I totally understood that it was necessary to begin distributing more current products in order to urge us to invest in current and more efficient computers for our schools.
Technology in our schools is a never-ending financial battle and at times, a fortuitous cycle of trying desperately to keep up with current hardware and access. We just as quickly install new hardware or cabling, and within a short period of time it is dated. The software market is a glut of titles that often makes it difficult for teachers to know not only what's available, but also what is pedagogically sound. As the Computer Resource Teacher, I found it almost impossible to keep up with the influx of commercial software. That's where the Ministry Licensed Software became invaluable. I knew that there was a committee of experienced educators who spent devoted time previewing and testing the software. I knew that the selected software would focus on the various curriculum requirements. I knew that if we as a board, could successfully utiliize even half of what was available thorough OSAPAC…. our students would greatly benefit. I often spoke to my colleagues about the great opportunity we had with this "free" software.
Last year, I had the opportunity to "put my money where my mouth was!" I was elected by COCA-Central Ontario Computer Association, to be one of their two representatives on OSAPAC. OSAPAC has representation from all parts of Ontario, either through geographical area representation or individual appointees, as well as one Ministry representative. The 12-member committee meets regularly throughout the school year, and work diligently during the summer months previewing software and priorizing the final selections for the upcoming year. I knew that this was to be a rather large responsibility, but one that would bring about much learning, personal gratification and professional growth for me. I was right.
February 10, 2000
Toronto
The Meeting Room
February 2000 and I've now completed many meetings and constant online conferencing with my OSAPAC colleagues. Each individual educator on this committee comes with a wealth of wisdom, experience and enthusiasm. Each of us is so very different in our technological knowledge base and expertise. It is difficult at times not to feel somewhat overwhelmed by the technical expertise of some of our members. Then there are those with the curriculum background and pedagogical know-how that keeps us focused on the reality that curriculum must drive technology, and not vice versa. There are still times I look around the room and hope that my opinions, ideas and voice can be of some value to this auspicious group.
The OSAPAC workload varies from month to month, depending on an individual's extra responsibilities, our tight timelines and our group tasks. There are some members who work endless hours maintaining the OSAPAC website and database. There are some members who work endless hours creating the online Curriculum Connections. There are some members who spend endless hours translating all of the English text to French. Our Ministry representative spends a phenomenal amount of time and energy keeping up with our demanding requests, software RFP's, deliveries and meetings. Each member is expected to join the online conferencing frequently. (In fact, I can't sleep well at night unless I check our site to see what negotiations have taken place, who's working on what, and of course, who's offering some humorous antidote to make us all sit and smile foolishly at our Mac or PC computers!)
Over the past five years, I've looked around the province at various organisations and committees, and wondered what I'd like to be involved in. For those of us who do get involved in voluntary or seconded positions, the intrinsic rewards are many. I love the networking that takes place beyond my own insular Board. (I really appreciated complaining at coffee break about the Electronic Report Card with my new provincial colleagues!) I'm in awe when I hear about the amazing technological advances that some Boards have implemented. I feel confirmation when I realize that in my Board, we are on a positive approach in our technology initiatives. I am rewarded with an abundance of innovative information regarding curriculum, software, hardware and information technology communications. I feel relief when I hear that others are continuously facing frustration with inadequate technology funding, insufficient technical support staff, ever-changing technology demands, and stressed and overburdened educators.
Now I don't want you to think that I joined OSAPAC to "wine and whine!" I joined OSAPAC to learn, participate in a provincial committee, and professionally grow. And, believe me, that is just what is happening.
Wendy Young