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In the first decade desktop computers were in schools, most teachers had little experience with computer technology,

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so dedicating professional development resources to train teachers in the basic operation of systems,

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tasks such as launching applications, creating and editing documents, and saving and printing, was appropriate and necessary.

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Soon thereafter, the local area networks and the internet arrived in schools,

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so training teachers in the basic operation of network systems,

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including tools like search engines and email, was necessary and appropriate.

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Now that network devices have been available for decades and become mainstream as greater parts of the population became users,

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it seems reasonable to expect that anyone who seeks to work as a professional in education will arrive on the job

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prepared to operate or learn to operate desktop, laptops, and even tablet computers they or students are given.

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Further, they should arrive with the ability to adapt their skill to new models of computers

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and with a general awareness of how computers function and how to create documents and navigate networks.

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While no list of technology skills can be complete, the following seem to be skills every educator should arrive in the classroom

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prepared to perform independently.

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Create and manage documents with any productivity suite, including cloud platforms, find, share, and use internet resources with facility,

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publish information to the web, use email, model ethical and safe computing, perform basic troubleshooting, and make informed requests for assistance.

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The details of how to perform these operations on the specific systems provided in each school are likely to vary,

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so a part of the onboarding process of newly hired educational professionals must be to ensure they are given instruction in logging on to and accessing necessary technology systems.

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This is of particular importance when the systems are necessary to perform their duties.

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Such systems include email, the student information system, and virtual classrooms.

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Once an educator is shown how to access systems for these tasks, for example, once they are given a username and password and a web address to get their email,

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the details of how to perform these tasks on specific systems should be within their ability to learn with independence.

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Educators can and should assume responsibility for being able to use or quickly learn to use new or updated operating systems,

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productivity software, and emerging internet-based information sources.

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Updates and simple changes to the interface should cause little consternation to educators in the 21st century and should not be an excuse for not using a system.