Supporting effective technology integration and implementation: 2012 ISTE Leadership Forum #isteLF12
[in honor of ISTE’s upcoming Leadership Forum, there’s a special prize at the end of this post!]
Chris Lehmann, Michael Fullan …
Together in one place. Keynoting and facilitating about school technology leadership. #incredible
George Couros, Jason Ohler, Kim McMonagle, Rushton Hurley …
Sharing their knowledge. Helping administrators learn and get better. #valuable
CASTLE and TICAL …
The United States’ only two centers dedicated to the technology needs of school leaders. #amazing
Chris O’Neal, Susan Brooks-Young, Mike Ribble …
ISTE authors who have written extensively on technology leadership topics. #helpful
Keith Krueger, Leslie Wilson, Holly Jobe, Sheryl Abshire, Jimmy Casas …
The list goes on and on… #mustattend
Will you be in Indianapolis in October? You should be…
To celebrate ISTE’s first-ever nationwide school technology leadership conference, I am freely releasing (under a Creative Commons license) our latest book chapter, Supporting Effective Technology Integration and Implementation. Available both in PDF and in HTML, the chapter focuses on ISTE’s Essential Conditions and describes some concrete actions that principals can take for each. Hopefully you’ll garner some great ideas from the chapter of things you could initiate or do better. The goal was to be helpful and useful, not just theoretical! Three excerpts are below. Happy reading (and feel free to share further)!
Another aspect of empowered, distributed leadership is the creation of structures that facilitate team members’ learning. Schools that create ways to ‘bring the outside in’ for staff and technology advisory teams will have access to a greater diversity of ideas and resources than those that will be devised locally in-house. In their seminal book, The Power of Pull, Hagel, Brown, and Davison (2010) describe the incredible power of members at the outside edges of organizations bumping up against, intersecting with, and learning from individuals at other organizations’ edges (see also Cross & Parker, 2004; Benkler, 2006). Online – and often informal – learning structures that span institutional barriers can be powerful ways to facilitate distributed learning and leadership. A variety of technology tools are available for this purpose, including blogs, Twitter, Facebook, wikis, webinars, and social bookmarking.
Another way for principals to influence the supply of technology-fluent teachers is to work closely with teacher education programs. As schools create technology-rich learning environments and focus more on higher-order thinking skills, many administrators are finding that preservice programs have not adapted yet to provide new graduates with skills relevant for their classrooms. For example, when asked how well their teacher education program prepared them to make effective use of technology for instruction, only 33% of public school teachers replied ‘to a moderate or major extent’ for their graduate program and only 25% of public school teachers reported the same for their undergraduate teacher education program (NCES, 2010b). Principals should initiate constructive, non-threatening dialogues with university faculty and administrators about the technology skill sets that they need new teachers to have. Re-aligned postsecondary curricula, joint research initiatives, observation programs, mentoring systems, internships, partnerships, and political advocacy platforms are just some of the potential outcomes of such conversations.
Although most learning technologies are general enough to be used quite flexibly, by design some technologies are more teacher-centric rather than student-centric. For instance, tools such as interactive whiteboards, student response systems, digital projectors, and document cameras are technologies designed to facilitate the presentation of material by one teacher to many students. Even when a student rather than a teacher is using the technology, the vast majority of children usually are passively watching the facilitator rather than actively using the technology themselves. Similarly, tools such as DVD players, pre-selected online videos, pre-filtered web sites for research, and content management systems usually are implemented in ways that are more teacher-directed rather than student-directed. Teacher-centric technologies mirror traditional educational practices related to information transmission and – unlike laptop or tablet computers, digital cameras or camcorders, scientific probeware, and other technologies that typically are used primarily by students – are generally replicative rather than transformative. Principals should strive to create opportunities for students to have greater autonomy and ownership over how and when they use technology tools. It is important for teachers to use technology in their instruction in ways that are meaningful, relevant, and powerful. It is arguably more important, however, to empower students to do the same. Schools that mostly invest in teacher-centric rather than student-centric technology tools will struggle to adequately prepare graduates who are ready for a hyperconnected, hypercompetitive, technology-infused global information society.
August is Connected Educator Month and Wednesday is the 6th anniversary of my blog. I can think of no better way to celebrate both than to host Leadership Day 2012! To paraphrase what I said five years ago:
Many of our school leaders (principals, superintendents, central office administrators) need help when it comes to digital technologies. A lot of help, to be honest. As I’ve noted again and again on this blog, most school administrators don’t know
- what it means to prepare students for the digital, global world in which we now live;
- how to recognize, evaluate, and facilitate effective technology usage by students and teachers;
- what appropriate technology support structures (e.g., budget, staffing, infrastructure, training) look like or how to implement them;
- how to utilize modern technologies to facilitate communication with internal and external stakeholders;
- the ways in which learning technologies can improve student learning outcomes;
- how to utilize technology systems to make their organizations more efficient and effective;
- and so on…
Administrators’ lack of knowledge is not entirely their fault. Many of them didn’t grow up with computers. Other than basic management or data analysis technologies, many are not using digital tools or online systems on a regular basis. Few have received training from their employers or their university preparation programs on how to use, think about, or be a leader regarding digital technologies.
So let’s help them out.
How to participate
- On Wednesday, August 15, 2012, blog about whatever you like related to effective school technology leadership: successes, challenges, reflections, needs, wants, resources, ideas, etc. Write a letter to the administrators in your area. Post a top ten list. Make a podcast or a video or a voice-narrated presentation. Highlight a local success or challenge. Recommend some readings. Create an app, game, or simulation. Draw a cartoon. Do an interview of a successful technology leader. Respond to some of the questions below or make up your own. If you participated in years past, post a follow-up reflection. Whatever strikes you.
- The official hashtag is #leadershipday12
- TO ENSURE THAT WE CAN FIND YOUR POST, please complete the online submission form AFTER you post, including a short teaser that will drive traffic to your post. Everyone then will be able to see your post in the complete list of submissions. If you want to link back to this post or leave a link to yours in the comment area, that’s okay too!
Some prompts to spark your thinking
- What do effective P-12 technology leaders do? What actions and behaviors can you point to that make them effective leaders in the area of technology?
- Do administrators have to be technology-savvy themselves in order to be effective technology leaders in their organizations?
- What are some tangible, concrete, realistic steps that administrators can take to move their school organizations forward?
- What are some tangible, concrete, realistic steps that can be taken to move administrators themselves forward? Given the unrelenting pressures that they face and their ever-increasing time demands, what are some things that administrators can do to become more knowledgeable and skilled in the area of technology leadership?
- Perhaps using the National Educational Technology Standards for Administrators (NETS-A) as a starting point, what are the absolutely critical skills or abilities that administrators need to be effective technology leaders?
- What strengths and deficiencies are present in the NETS-A?
- What is a technology tool that would be extremely useful for a busy administrator (i.e., one he or she probably isn’t using now)?
- What should busy administrators be reading (or watching) that would help them be better technology leaders? What are some other resources that would help them be better technology leaders?
- How can administrators best structure necessary conversations with internal or external stakeholders regarding technology?
- How should administrators balance enablement with safety, risk with reward, fear with empowerment?
- When it comes to P-12 technology leadership, where do we need new knowledge, understanding, training, or research?
- What are (or might be) some successful models of technology leadership training for school administrators?
- How might preservice preparation programs for administrators better incorporate elements of technology leadership?
- When you think of (in)effective P-12 technology leadership, what comes to mind?
Here are the 353 ABSOLUTELY EXCELLENT posts from the past five years (353!)
- Leadership Day 2007 – Summary (22 posts)
- Leadership Day 2008 – Summary (30 posts)
- Leadership Day 2009 – Summary spreadsheet (104 posts)
- Leadership Day 2010 – Final list, some highlights, summary spreadsheet (114 posts)
- Leadership Day 2011 – Summary spreadsheet (83 posts)
A badge for your blog or web site
I hope you will join us for this important day because, I promise you, if the leaders don’t get it, it’s not going to happen.
August 2012 is officially Connected Educator Month here in the U.S. Today is the first of the month and there are a variety of launch events occurring, including multiple keynotes, webinars, online chats, and panel discussions. My session today is titled Connected Education and Peer Professional Development. The people who are way smarter than me who also will be participating in that session are Howard Rheingold, Tom Whitby, Judi Fusco, and Steve Hargadon. Check out the entire day’s schedule and see what other enticing events lie in store for the rest of the month. Be sure to also explore the blog, book club, publications area, and online communities. Hope you’ll join us and maybe even get involved yourself!