There are ten factors that are crucial for effective leadership in today's education environment. This blog highlights the first three: Vision, Development/Design, Curriculum and Instruction.
Vision: The development of a shared education technology vision among the schools’ key leaders and stakeholders is essential. The vision must be a statement of district values that complement the overall district mission and reflect the community at large. The education technology vision must be accompanied by an action plan that is practical, with specific goals and timelines and funding specifics.
For this process to be successful, the leader needs knowledge of the research on technology integration related to student achievement, curriculum and instruction. The leader is able to articulate and clarify beliefs and research about education technology, specifically around the implementation being addressed. Sharing study results that support the enhanced education/technology environment will expand the school’s/district’s understanding and knowledge base. Provide data to challenge the effectiveness of traditional, industrial-age, educational approaches to helping students engage the 21st century global marketplace.
Sharing and working with that knowledge base must guide expectations. The latter must be realistic and grounded. The imperative for schools to meet 21st century teaching and learning standards is grounded in research that needs to be communicated. It is also important that leaders make clear that technology in and of itself does NOT increase student achievement. It is the seamless integration of a guaranteed curriculum, instruction, and technology that drive student progress. Also important is students’ equal and consistent access to technology to prepare them for their futures.
Development/Design: Planning for technology enhanced schools is essential. It is important to create procedures for pilots, evaluations, adjustment and final implementation. States and districts have had success when they first implement pilots with goals and evaluations to help nail down expanded, future implementations. Essential to planning are decisions around: specificity of the project; request for proposals (choice of vendor(s)); hardware; software; infrastructure; classroom management (physical and tactical); batteries; device storage; acceptable use and board policies; student use (home/school/travel to and from school); technology support; professional development for administrators, teachers, technology personnel, parents/caregivers, community members; database management of resources; back-up; disaster recovery plan; and internet access/safety.
Data collection (evaluation) of the pilot(s) is necessary. The information can be used to adjust the program where needed. Providing evidence of program success and limitation is helpful for stakeholder’s understanding and buy-in.
Curriculum/Instruction: Leaders must ensure that curricular design, pedagogy and school environment utilize the right technologies to maximize teaching and learning. As earlier stated, having a guaranteed curriculum is an essential foundation for student achievement in one-to-one environments. Teachers’ primary pedagogical shift will come in knowing how to meaningfully integrate technology with curriculum and instruction.
Understanding the difference between ‘low-level’ and ‘meaningful’ integration will guide expectations for curriculum/instruction/technology assimilation. Keyboarding, word processing and basic presentation development are examples of ‘low-level’ integration. Project-based learning, independent research, problem-solving, student collaboration, and data analysis, synthesis and reporting are examples of ‘meaningful’ fusion of technology, curriculum and instruction. Michigan’s experience shows that it takes, on average, three years for a teacher to become expert in this practice. Ongoing, focused professional development, ideally using the coach/mentor framework, is necessary for institutionalized transformation to occur.
The 21st century, technology enhanced classroom is different from the traditional. This requires teachers to employ new management strategies. Leaders must understand and support this set of needs. Professional development will enhance teachers’ skills. Effective and just in time technical support is important to uninterrupted instruction.
The leader can ensure a quality education technology instructional environment by doing the following:
Ø Ensure power supplies and sufficient surge protected power strips
Ø Specify use of printers for students and teachers
Ø Enforce an Acceptable Use Policy that includes acceptable software
Ø Communicate disciplinary policies that apply to technology breaches
Ø Employ filtering software
Ø Make available a list of acceptable websites for student access
Ø Define and implement a plan for device re-imaging
Ø Provide ‘swap-out’ devices for loan
Ø Design and implement a trouble-shooting plan
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