Chapter1
•Download as PPT, PDF•
1 like•1,386 views
This chapter discusses the need for educational leaders to develop strategic technology plans that align with national standards and transform how technology is used for learning. It provides an overview of relevant goals and standards, the changing role of administrators, and components of an effective technology plan. Leaders are encouraged to assess their skills, get input from stakeholders, and address infrastructure and funding needs to create a plan that improves student engagement and achievement through technology integration.
Report
Share
Chapter1
- 1. EDUCATIONAL LEADERSHIP IN TECHNOLOGY: PREPARING SCHOOL ADMINISTRATORS FOR A DIGITAL AGE BY VIRGINIA E. GARLAND AND CHESTER TADEJA Chapter 1: Technology Planning
- 2. CHAPTER 1: SYNOPSIS • NETP Goal 5: “Productivity: Redesign and Transform” • NETS.A Standard 1: “Visionary Leadership” • Leadership skills and new roles for school administrators in the digital age • Technology planning and funding • Sample technology plan • Leader survey for Chapter 1 skill sets • Discussion questions
- 3. CHAPTER 1: LEADER REFLECTION Key points in this case study from a curriculum director: • Need for expertise due to complexity • Funding issues for large and small districts • Goal-setting before writing • Key stakeholders • Bridging curriculum and technology • Self-evaluation and needs assessments
- 4. CHAPTER 1: INTRODUCTION • Strategic planning for technology-infused instruction requires visionary educational leadership skills on all school district levels, by all administrators, including technology coordinators and school business administrators • NETP Goal 5: “Productivity: Redesign and Transform” • NETS.A Standard 1: “Visionary Leadership” • Wireless revolution and its impact on school district infrastructure • Model programs to engage digital-age learners
- 5. NETP GOAL 5: TRANSFORMING PRODUCTIVITY • School leaders must recognize and use the “power of technology” to improve student productivity while making more efficient use of time and resources • Traditional forms of schooling have failed many of our students as students become disengaged • Reducing dropout rates: oVirtual schooling and NH model oExtended learning time and MA model oKnowledge is Power Program (KIPP) in schools oCompetency-based instruction and NH model
- 6. ISTE NETS.A STANDARD 1: VISIONARY LEADERSHIP • Collaboration for a shared vision of technology in the school district: o Stakeholders are school administrators, teachers, students, educational specialists, technology coordinators, community members, and others o Communities of Learners and Professional Learning Communities research and apply technology planning • Teachers vs. iGeneration technology use • Link between technology plans and No Child Left Behind Act (NCLB)
- 7. CHAPTER 1: TECHNOLOGY LEADERSHIP SELF-ASSESSMENT SURVEY • Self-scoring survey • Based on National Education Technology Plan (NETP) Goal 5 (NETP 5.1 to 5.4) and National Educational Technology Standards and Performance Indicators for Administrators (NETS.A) Standard 1 (NETS.A 1.a, 1.b, 1.c) • Ratings of 1 or 2 indicate areas of needed professional growth • Assessment can also be used to create an individualized e-portfolio
- 8. CHAPTER 1: TIPS FOR LEADERS 1. Use expert advice from the state department of education to assist in setting criteria for the technology plan before writing it. 2. Have multiple stakeholders’ input in writing the technology plan, such as representatives from the district, building, and community levels. 3. Consider that technical and funding aspects are as important as curriculum, so include the technology coordinator and the business manager in the technology planning. 4. Do a needs assessment before writing the technology plan to ascertain what the district does and does not have in place.
- 9. CHAPTER 1: TIPS FOR LEADERS 5. Link the technology plan to the district mission statement in order to more fully meet the needs of all students. Refer to the Pomona Unified School District Technology Mission Statement and observe how it is the driving force for this district’s technology use plan. 6. Rethink traditional assumptions about schooling in planning for technology use and in ensuring student progress to graduation; and learn about the newer competency-based instruction models. 7. Investigate the E-Rate discounts in order to obtain funding for wireless access devices to the Internet in your school district.
- 10. CHAPTER 1: DISCUSSION QUESTIONS 1. Considering critical analysis and practical advice for both professors and practitioners alike, what would you consider are some of the most important aspects of implementing technology standards in your organization? 2. Thinking globally, what are some of the emerging technologies your organization is faced with and how will you utilize these to meet the needs of the professional to help prepare student learners? 3. Describe the kind of technology plan that you have now in your organization. How did you promote collaboration amongst all stakeholders in writing your plan?
- 11. CHAPTER 1: DISCUSSION QUESTIONS 4. The leader’s self-reflection for this chapter indicates that there are many challenges in implementing an effective three-year technology plan. Discuss similar or different challenges which you or your district might face as a technology plan is being developed. 5. Based on your responses to the self-assessment, what are the next steps you might take in technology planning for your school or district? What technology resources would you need in your own professional e-portfolio in order to assist you in achieving your goals?