What is a leader? What makes a good leader? A simplistic definition of a leader is someone who tells the workers what to do. The principal is the leader of a school and plays such a critical role in how the school functions. While it is true that the principal can tell teachers and staff what to do, if we abide by this simplistic definition we will not have schools that offer the best education to the students in our care. People often lack respect for leaders who simply are telling them what to do and for leaders who do not “practice what they preach.”
Another definition of a leader is someone who takes the lead and sets an example. I believe that to “lead” means much more than to just tell others what to do. In order to lead, you must be able to provide an example of what should be done. You must be able to inspire and motivate others. You must be able to create an atmosphere of trust and respect. Others must feel confident in your abilities to navigate the team through rough waters, as well as smooth waters. If a leader can do these things then they will not have to be consumed with telling others what to do, others will know what to do. They will know what to do because the leader has set the example. I have experienced great leaders and not so great leaders. As a teacher, a great leader helps me to do my job even on the toughest of days. A great leader makes me feel supported and confident in my abilities. When it comes to technology, a great leader can lead others in the effective integration of technology into the curriculum. A great leader can ensure that the implementation of technology does not overwhelm teachers, but rather fosters a learning environment that is productive and rich in opportunities for success.
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I believe that the number one goal of every school is for students to learn the curriculum and course content necessary to successfully enter college or the workforce after graduating high school. Keeping this in mind, I believe that the most important area for a technology coordinator to focus on is educating and supporting teachers in the integration of technology into their instruction. This means using technology in a way that is beneficial to students and enhances their learning experience. It also means using technology that is appropriate for the subject and the lesson. A technology coordinator can help to ensure that technology use is meaningful, and that it is not being used just for the sake of saying that the school or the teacher is using technology in the classroom.
As for the least important function of a technology coordinator, I would say that trouble shooting technology problems would fall into that category. This doesn't mean that this is an unimportant service, but ranks below other responsibilities. A separate system for managing technology problems should be in place for use by students and teachers. It can be easy for a technology coordinator to get caught up in fixing technology problems. After all, if the technology isn’t working, then a technology-based lesson can’t happen. But if the technology coordinator is consistently caught up in fixing tech problems, he or she isn’t going to have the time to support teachers in their efforts to integrate technology into their instruction. It is essential that schools have systems in place to address technology problems quickly and effectively. The technology coordinator will then be free to support teachers and students. While I think there is no "perfect" person to act as the technology leader, I believe the best option is an instructional technology coach. The coach is assigned to a school, so he or she becomes a part of the culture of that school and a true member of the team. The coach is also a certified teacher, and has classroom experience, so he/she has firsthand knowledge of providing instruction to students and is familiar with curriculum and standards. A technology coach does not have students assigned to him or her, so they are more available to participate in learning communities and other training, and can then bring this learning back to the school. Finally, a coach can facilitate a technology team within the school that would promote and foster the effective use of technology within the school.
I think that the most important function of a technology coach is supporting teachers in the integration of technology into the curriculum. It is easy for a teacher to become overwhelmed by the thought of using technology in the classroom. Technology is evolving so rapidly that it can be difficult to keep abreast of what the new technologies are and what their purpose is. Different subject areas also have different needs. A technology coach can be the bridge between the teacher’s curriculum and current technologies. A technology coach can provide suggestions to the teacher regarding how a lesson can be enhanced with technology. A technology coach can help to ensure that technology is being used in a meaningful way, and not just being used for the sake of being able to say it was used. A technology coach can support teachers and ultimately improve learning outcomes for students. I teach at one of the schools within our district that is designated as a 1:1 school. The 1:1 initiative allows for each student to have his or her own personal device, which at my current school is a Google Chromebook. Students are expected to use the device in class for technology-based activities and at home for outside of class educational activities. While this initiative seems like a great thing, and it can offer tremendous advantages to students in a small rural school, it can also create new problems for schools.
The problem in my school is that the many students weren’t issued a Chromebook because of owing fees for previously lost chargers and/or Chromebooks, do not bring their Chromebooks to class at all or if they do bring them they are not charged, or have Chromebooks that are damaged or in need of repair. As a result, teachers plan lessons that utilize technology, but are often unable to successfully implement the lesson as planned. I firmly believe that there are multiple benefits to students having access to technology and having personal devices to help them in their education. But I also believe that if leaders and schools do not plan effectively for the use of technology, more harm than good can be done. Without proper planning, technology simply exists in schools, but doesn’t enhance the education a student receives. Teachers become frustrated because they put thought and effort into planning lessons that involve technology, but then can’t utilize the lessons. Students don’t value their devices or the access to technology that they have, and don’t understand how technology can be used to enhance their learning. It is critical that educational leaders plan for the effective implementation of technology in their schools. This should be done in collaboration with teachers, parents, and students. This team of stakeholders can work to address the needs and goals of the school from multiple perspectives. Ultimately, a successful 1:1 school will provide benefits to students and teachers. At the end of a well-planned lesson, the teacher and the student will feel positive about the learning that has occurred. Merriam-Webster defines citizenship as a "membership in a community" and as the "the quality of an individual's response to membership in a community." Citizenship is something that we start teaching early on, at home and in school. We all want our children to be responsible, caring, and kind individuals and teaching children the skills necessary to be these things is no easy task. The current age of technology makes this task even more daunting. Today, it is not enough to teach our children to be responsible citizens in the real world, but we must teach them to be responsible citizens in the digital world.
The digital world offers so many advantages to children. They can explore areas that might never have been able to see otherwise. They can meet people from half away around the world and learn about other cultures. They have tools at their fingertips that can be used to solve problems and answer questions. They have a community of people that can off support and encouragement. Unfortunately, the digital world also houses many dangers for children. All in the digital world is not kind and is not friendly. It has become far to easy for people to use the cloak of the Internet to spread hate, judgment, and ill will. There are still others that use the Internet to con others, most disturbingly are examples of adults trying to lure children by pretending to be peers. There have been far too many examples of children committing suicide are harming others in the news and media. Often when reading the stories, you will see mentions of how text messages, Instagram posts, or other online media were used to torment another individual pushing them to their breaking point. It is essential, that as educators, we use our time with students to educate them about the digital world. To teach them how to be good citizens within this world, to use it to support others and not to tear them down. We must also teach them to be wary, how to use good judgment and to speak up when something isn't quite right. We need to teach them how to navigate this land of Oz which and to differentiate between the good witches and the bad witches. My grandmother used to say, "there's always room for improvement." And I couldn't agree more. I think that we, as humans, continually evolve and grow. It doesn't mean that the place we are in is "bad" or "unacceptable," but just that times change and priorities change and needs change. If we stand still, the world will pass us by.
This couldn't be truer in the world of technology. Just ask the relative or friend that you have that stills insists on using a flip phone. Advances are being made in technology daily. If we are going to use technology in schools, then we must keep pace with these changes. That means that we need to be aware of the changes and that we must be making plans to improve the systems in place in the school so that the technology use in the school remains productive and beneficial to students. An administrator is responsible for guiding this process of improvement. In the best of circumstances, the administrator is able to create a team of individuals from different areas to drive the improvement. This team must able to collaborate in order to assess the needs of the students, teachers, and school and then be able to create a plan for meeting these needs. I believe that it is this collaboration that will ensure that a school is moving forward and keeping up with the times. This does not mean that technology is necessary to provide a great lesson. “Old fashioned” face to face instruction and time-tested instructional practices will always have a place in the classroom. As educators, we want to make sure that we are not becoming stagnant in our practices. Our students our growing up in a world that is technology-rich. This is their norm and we cannot ignore this reality. We need to be able to prepare our students for their future world, not our current world. I think that almost every professional desires to excel in his or her practice. As a teacher, I want to demonstrate excellence in my teaching. I want my students to learn and I want to guide them along the path that leads to their college and/or career success. Excellence in the areas of technology and education offers its own unique set of challenges. Never have humans experienced the rapid rate of progress that we experience in today's world. A technology that was the best of the best a year ago, quickly fades into yesterday's news and becomes obsolete. New technologies that impact schools and the educational system are being introduced daily. Students often become adept with new technologies before teachers.
Keeping pace with these changes and figuring out how to best integrate technology into the classroom is a challenged faced by teachers and school administrators. How do we make sure that technology is being used to enhance the student learning experience and that it is being used in a manner that redefines instruction? And how do we make sure that it's not simply being used as a diversion or a substitute for the "old ways." The ISTE (2009) standards provide a great guide for educators. The standards provide a framework that can be used to ensure that technology practices in schools are indeed "excellent." It is essential that as professionals, we routinely seek feedback and use this feedback to improve our practice. As educators, we should seek feedback from our students, our co-workers, our administrators, and our parents. This feedback lets us know what we are doing well, and lets us know what we can do better. A great example that I once saw for seeking feedback, was a school that provided teachers with signs to put on their doors. The teacher decided when they would like feedback and hung the sign on their door inviting fellow educators and administrators to come in and observe a lesson. I thought this was a great example of proactively seeking feedback, while at the same time giving the teacher some control over when to request the feedback. According to the ISTE (2009), administrators need to create, promote and sustain a dynamic, digital age learning culture that provides a rigorous, relevant and engaging education for all students.
Rigorous, Relevant, Engaging...... Each of these words is important when it comes to educating a student. If the instruction is not rigorous, the student will not be challenged and will not achieve the pre-determined goals for learning. If the instruction is not relevant, the student will not understand the importance of the instruction and will not understand how to apply his or her learning to their own lives and experiences. If the instruction is not engaging, the student will not invest the effort and time necessary to master the material. Technology, if used effectively, has the power to increase the rigor, relevancy, and level of engagement of classroom instruction. Technology, if used without proper thought and planning, has the power to distract from and water down effective instruction. It is essential that administrators stay on top of research and trends in technology, and surround themselves with a team of people who can ensure that technology is being used in a way that benefits the students. The SAMR model is a great reference for assessing how technology is being used in the classroom. At the substitution level (S) technology is simply being used as a substitute for another method with no functional improvement. Consider using a word processor to type a letter instead of pencil and paper. The technology doesn't change or improve the task, it simply acts as a replacement. At the augmentation level (A) the technology is still used as a substitute, but there is some functional improvement. Now consider using a text editor to type your letter, but now with the addition of a spell checker. With the previous two levels, the task, is enhanced using technology. With the next two levels, a task can be transformed through the use of technology. At the modification level (M), technology allows the task to be redesigned. At this level, a student might create a report, but now adds sound or video to the report. At the redefinition level (R), technology allows for tasks that were previously inconceivable. At this level, a student might collaborate on a report with a student who lives in another country. There is a place for technology-based activities at each of the levels of the SAMR model in the classroom, but as teachers we want to make sure that we are creating opportunities for students to use technology to transform their learning, not to just enhance it. It is at the transformational level that technology can create something truly unique for the student's learning experience. According to the ISTE (2009) administrators must inspire and lead development and implementation of a shared vision for comprehensive integration of technology to promote excellence and support transformation throughout the organization.
Having effective leadership is critical to any organization. In order for students to be successful, a school must have effective leadership. In order for technology to be effectively integrated into the curriculum and into the classroom, the school leadership must be willing to promote and advocate for the use of technology and must be knowledgeable about the use of technology in the classroom. Educational leaders must encourage teachers to use technology to not only enhance their instruction, but to transform it. Students must also be encouraged to use technology to transform their own learning experiences. I have personally expreienced leadership that I would judge to be effective and leadership that I would judge to be ineffective. An effective leader with a sound vision can make all the difference when it comes to the success of any organization. Visionary leaders can inspire and can motivate their team in the most difficult of times. Visionary leaders don't focus on the past, but are able to be present in the moment while looking toward the future. Teaching is hard and exhausting, but also immensely rewarding. A visionary principal will ensure that his or her principals are getting opportunties to experience the rewards of teaching. The International Society for Technology in Education provides a great guide for Education Leaders at ISTE Standards for Education Leaders This is my first blog and it is being created as part of my graduate program. I have officially started down the path to receiving my EdS in Instructional Technology. My goal is to learn about the latest trends in instructional technology so that I can more effectively integrate technology into my instruction. Technology has always been a passion of mine, and I look forward to delving into the modern world of technology. As a teacher, it is essential that I can use technology effectively in the classroom. I want my students to be able to create with technology, not just consume it.
I am currently working as a reading intervention teacher at a small rural middle/high school. I am a certified special ed teacher and have my master's degree in Instructional Technology from Florida Atlantic University. I am also currently completing coursework for a Google IT certification. I am originally from central New York, but have lived in the Fort Lauderdale area of Florida and now live just outside of Charleston. I have a husband, a 2-year-old son, a dog and 2 cats. My 2-year-old keeps me on my toes, and is all boy. He loves the outdoors and any activity that can make mommy's heart stop momentarily. I look forward to sharing my learning journey with you! |