School Technology Leadership Vision 2 (Pre-Course)
I am finding this a very hard assignment to write, possibly because I am in the trenches as a school technology leader and currently guiding us through one of the largest technology initiatives our school has ever taken on. We are in the beginning stages of our 1:1 iPad program as we enter our third week of the devices in the hands of students. What is my vision? How do I see my leadership? Currently, it is all about survival. But let’s move beyond that and look toward the coming year and how I envision my role as a leader within my school.
My vision for technology leadership involves:
- creating learning opportunities in a safe environment for students, teachers and parents to expand their knowledge and tech competencies
- establishing a more transparent communication between the tech office and the parents community
- initiating a plan for integrating digital citizenship in a more authentic learning experiences within the curriculum
- planning and instituting a 1:1 iPad program with the focus on using the iPad as a tool for instruction
- understanding and developing best practices of technology integration and how students learn with a strong focus on pedagogy and content
I believe as educators, we guide students to become adaptive learners in a rapidly changing environment. Our students live in an information landscape and it is our mission to prepare students to become global citizens through the promotion and modeling of 21st century skills including collaboration, digital citizenship, creativity and self directed learning.
Technology has the ability to enhance and supplement student learning by creating interactive and dynamic opportunities to utilize critical thinking and allowing for differentiated learning experiences. Technology integration enables students to analyze information and become creators of content.
I envision my role as a school technology leader as a amalgamation of being a transformational leader and instructional leader. My role as a school technology leader is to engage my school community to use technology to innovate and create authentic learning experiences. As an instructional leader, I spend a lot of time meeting with teachers in individual departments, in teams divided by grades and with individual instructors. Together, we look at upcoming units and assessments and discuss possible tech integration possibilities. Through formative and summative assessment, tech integration is happening in almost every facet of the curriculum. Additionally, my role is to provide multiple learning opportunities for teachers, students and parents. This involves professional development opportunities, creation of help videos and tutorials, one to one student help, and constant outreach to our parent community. One of my goals as a technology leader this year is to provide more training and development of technology to our parents community. By providing our parents with the same learning opportunities we are providing the students, we are empowering them as partners in their child’s education and in the learning journey we are creating for our students. By combining the leadership styles of both a transformational and instructional leader, I hope to move our school forward as we venture into the un-chartered territory of iPads.
A large part of my role is to promote awareness and understanding of digital citizenship and what it means to our school and the community at large. This should involve a general introduction of the concept of digital citizenship and then constant modeling and authentic use of digital citizenship throughout the curriculum. For instance, this may involve teachers working on a digital story comparing the effects of the Industrial Revolution to modern day society. Students and teachers need to understand intellectual property and the need for Creative Commons before they begin their search for images. The modeling of digital citizenship doesn’t end with a two day workshop but trickles through the entire school day in many ways. This is essential to being a leader in school technology.
I believe that a good teacher is a good teacher, with or without the use of technology. But educators need to be introduced to various methods that can potentially enhance student learning through effective integration of technology in a classroom. This process should involve the combination of pedagogy and content knowledge with technology on all levels; this is also known as TPACK (Koehler & Mishra, 2005). This will enable us to be able to make informed decisions on the effectiveness and impact on learning within a given curriculum.
General Integration of NETs for Administrators:
With the introduction of our 1:1 program, the administration team was asked to attend all aspects of our Digital Citizenship Camp with teachers and students to help promote a common knowledge within the school community.
Additionally, we are continuing to offer SUNY’s Certificate of Educational Technology and Informational Leadership (COETAIL) courses to the faculty after school. To ensure personalized learning opportunities, MS Tech Weekly Updates will be sent out to the school community about latest innovations in technology integration.
The Middle School will collect and analyze data via a pre and post survey on habits and attitudes toward digital citizenship and share with stakeholders. Promotion and modeling of appropriate use of social media will take place at AES through PSA Coffees, Advisory and Digital Citizenship Camp.
General Integration of NETs for Teachers:
Through faculty meeting and professional development offered at the school via SUNY, teachers will become familiar with the NETS. Teachers are asked to include the NETS into their curriculum standards.
Additionally, teachers will work with the Curriculum Director and Technology Coordinator to work within the TPACK model combining the three aspects of Technology, Pedagogy and Content Knowledge for a thorough integration of the NET standards within the given curriculum.
General Integration of NETs for Students:
Teachers should work hand in hand with the Curriculum Director and Technology Coordinator through the lens of formal assessment to integrate the NET standards and document the implementation of those standards through Atlas Rubicon. This will involve the minimum of one formal assessment per semester to be
Process for Disseminating and Sustaining a Research Based Vision
Students, teachers and parents will participate in a pre-survey of their attitudes and behaviors online prior to the start of the 1:1 initiative.
International Society for Technology in Education. (2008). National education technology standards for teachers. Retrieved from http://www.iste.org/docs/pdfs/nets-t-standards.pdf?sfvrsn=2
International Society for Technology in Education. (2009). National education technology standards for administrators. Retrieved from http://www.iste.org/docs/pdfs/nets-a-standards.pdf?sfvrsn=2
International Society for Technology in Education. (2009). National education technology standards for students. Retrieved from http://www.iste.org/docs/pdfs/nets-s-standards.pdf?sfvrsn=2
Koehler, M. and Mishra, P. (2005) What happens when teachers design educational technology? The development of technological pedagogical content knowledge. Journal of Educational Computing Research, 32(2), 131-152.