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What
makes a technology leader? Boschee, Jensen, and Whitehead stated that "the
school superintendent, principal, and district technology coordinator will take
on technology leadership roles" (2013, p. 34). This is a good start, but
it still leads to other questions. Are these the only people in a district with
leadership roles? What happens when one or more of these positions are not
technologically inclined? I currently serve as a technology coordinator and
would like to answer these questions and others related to technology
coordinator leadership.
According to Boschee, Jensen, and Whitehead there are 16 key tasks for
"district technology coordinators who effectively lead integration of
technology" (2013, p. 37). Technology coordinators need to align
technology goals with instruction and ensure all programs are using relevant,
modern programs and practice. They must create opportunities and resources to
ensure stakeholders are making the most of the technology resources. They must
research, collaborate, and model good practice with district staff and with
others in the field. They must offer financial and physical support for
all stakeholders. They must watch, review, and adjust programs and strategies
continuously. They must ensure that everyone, including themselves are informed
and following all guidelines set forth by the state and other governing bodies.
(Boschee, Jensen, and Whitehead, 2013)
Technology coordinators must be able to perform all of these tasks, but
they must also be able to perform the tasks of the other leaders. Coordinators
must be able to work with a school leader who does not necessarily possess all
of the technology awareness needed in today's fast changing schools. There are
principals who are not capable of using "a variety of media and
formats" (Boschee, Jensen, and Whitehead, 2013, p. 36). There are also
superintendents who may struggle to "communicate expectations consistently
for the use of technology to increase student achievement" (Boschee,
Jensen, and Whitehead, 2013, p. 35). Technology coordinators must be able to
work with these individuals to help them get where they need to be without
alienating them or making them feel inferior to peers. Coordinators must not
only provide training on the latest and greatest equipment and software, but
must also be willing to take time out of that to help someone sign in, or
navigate to the correct site.
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| Cartoon © Randy Glasbergen, used with special permission from www.glasbergen.com |
All
technology leaders must be willing to work as a team. They must look beyond the
three obvious leadership roles and help develop teacher tech leaders. They must
work with them and get them on board before rolling out new initiatives with
everyone else. Overall effective technology leaders must hold all of the same
qualifications as a leader for any other activity.
"Experience has found the most efficient way for educational leaders
to evoke change is through providing relevant support and direction for faculty
and staff to be their best rather than exerting power and authority over
them" ((Boschee, Jensen, and Whitehead, 2013, p. 70).
References
Boschee, F., Jensen, D., & Whitehead, B. (2013). Planning
for technology: A guide for school administrators, technology coordinators, and
curriculum leaders. Thousand Oaks, CA: Corwin, a Sage Company.
Glasbergen, R. (n.d.) Leadership Cartoon. [Cartoon] Retrieved from: http://www.glasbergen.com. Copyright by Randy Glasbergen. Posted with permission.
In your role as Technology Coordinator, you have a lot of weight on your shoulders. Trying to implement all aspects of technology from infrastructure to professional development is a lot for one person. I believe we can no longer let administrators or teachers say, "I'm not good with technology so, you do it." We live in a technological world. If you are "not good" with technology then you are no longer qualified for any position involved in educating children to prepare them for the future. Whitehead, Jensen, and Boschee (2013) stated this when referencing the ISTE standards, "The driving force behind these standards is the assumption that technology reform requires large-scale systemic change." I believe the change has to include everyone, not just the Technology Coordinator and a handful of other administrators and teachers who like technology.
ReplyDeleteWhitehead, Jensen and Boschee (2013) stated "Today's management and instructional skills currently require individuals who are flexible and can handle a good deal of change" (p. 22). Because the times have changed, I feel it is definitely important for all stakeholders to get on one accord for the betterment of our students. We are no longer in an educational system that is solely hierarchical based but should be utilizing all individual strengths to reach our students by any means necessary. Therefore, we must adjust and adapt to the needs of our students and part of that includes knowing when to lead and when to follow.
ReplyDeleteThis module has made me appreciate my technology coordinator even more than I already did. So much planning goes into a technology roll out and even with the best of planning, there is still so much maintenance to keep up after a successful rollout. What you mentioned about how important developing teacher tech leaders is made sense to me. These coordinators need that small army within the school to help them out along the way and be advocates of the new rollout. Also, including these classroom teachers in decisions prior to the rollouts is also imperative. Whitehead, Jensen, and Boschee (2013) agree "If we trust teachers to work with students and make decisions about their academic welfare, school leaders need to be willing to involve teachers in various discussions that are technology and leadership related" (pg. 26).
ReplyDeleteWhitehead, B. M., Jensen, D., & Boschee, F. (2013). Planning for technology: a
guide for school administrators, technology coordinators, and curriculum leaders.
Thousand Oaks, CA: Corwin, a Sage Company.