Chapter 4: Making Systems Work In Sustainable Ways

Selfe argues that creating sustainable computer environments requires that stakeholders, including English and language arts instructors, confront two 800 pound gorillas in conversations about planning and implementing technology-rich learning and teaching environments

800 Pound Gorilla #1 - the need for technology support
As Selfe claims, it's highly unlikely that K-college institutions will have access to sufficient funds needed to hire enough technology professionals to support the development of large-scale, sustainable, technology-rich learning environments.  Selfe's best practice for dealing with the need for consistent technology support in technology-rich educational environments is to use well-trained students in the role of technology support, arguing that "the effort of recruiting, supporting, and deploying a corps of student technology assistants (STAs) [is] often cited as a key element of successful programs and acknowledged as one of the most effective solutions to the support crisis documented by the American Association of Higher Education publications (Gilbert, 1997)" (Selfe, pg. 87).

Despite the wariness of some individuals towards using students in this role, Selfe explains that utilizing the skills of capable STAs can create a mutually beneficially relationship between institutions and students: bridging the gap between available funds and necessary technology support as well as providing students with valuable experience and skill development, potential course credit or internships, future recommendations, a sense of responsibility and influence, and (if available) monetary compensation for their work.

800 Pound Gorilla #2 - the need for financial support
Selfe claims that no other component influences the development of sustainable, technology-rich learning environments more directly or broadly than the need for ongoing financial support and the need for English and language arts teachers to address financial and budgetary concerns when building these environments.  Selfe does not offer one best practice for addressing the need for financial support; instead, he describes the inherent advantages and disadvantages of four models for sustainable fiscal support.  Briefly summarized, these models include:

1. The Entrepreneurial Model: monetizing literacy skills and abilities as marketable commodities through developed projects in collaboration with community organizations, businesses, corporations, government agencies, etc.
   
   
2. The Grant Funding Model: matching literacy skills and abilities with the initiatives of granting agencies and programs to obtain a succession of grant-based funding.
   
   
3. The Student Lab Fee Model: based on the idea of "let those who use the technology pay for it."  Students who use technological resources and facilities are charged lab fees which fund the maintenance and running of those resources and facilities.
   
   
4. The Central Computer Funding Model: planning and operational work for developing technology-rich environments is centralized and monitored by staff members of a central computing office for the entire institution.