Structure

CDHS was slow to adopt them because they had never been used before and most teachers were unfamiliar with them. As a result, there was confusion among faculty on how to implement these changes into their teaching style, leading some instructors to be hesitant while others embraced the challenge. The lack of support from administrative staff at CDHS further hindered implementation of the new technology program. While other schools within the same district implemented similar programs without much difficulty due to dedicated administrative leadership and oversight, this was lacking at CDHS where there seemed to be no clear direction or guidance from upper management on how best utilize these technologies. This created a disjointed environment that made it difficult for teachers who felt encouraged by leadership to remain motivated towards using the technological advances available as part of this new initiative. Additionally, insufficient training also hampered progress towards successfully incorporating these technologies into daily instruction . Without adequate preparation ,many teachers felt uncomfortable attempting something new which further inhibited successful integration . The lack of professional development opportunities left many struggling with figuring out how best incorporate these innovations without having any real understanding as what each offered and how they could benefit instruction both inside and outside of classroom settings . Multimedia production tools such as video editing software or audio recording equipment remained largely foreign concepts despite its potential usefulness in providing engaging learning experiences for students while facilitating collaboration between classmates . Finally , inadequate budgeting also limited effectiveness in terms deploying this technological initiative across all levels within Charles Drew High School. Technology initiatives can often require significant financial investment including purchasing hardware/software upgrades , personnel costs , etc., but this was not accounted for properly during planning stages resulting in additional strain being placed on already thin resources allocated towards implementation efforts . Staff members tasked with overseeing this transition were forced juggle multiple roles baking up time spent providing necessary support needed enhance successful deployment throughout entire school building . Overall , lack proper alignment between current structures existing at Charles Drew High School versus those required accommodate necessary changes associated with introducing novel technologically-based curriculum hindered progress towards achieving desired outcomes associated within scope project . Subpar administrative oversight coupled deficient training options along tight budgetary constraints created hostile environment which ultimately stifled successful implementation innovative educational strategies meant bolster student performance levels through utilization modern learning techniques utilizing digital platforms .