Thinking like a School Technology Leader

Thinking like a School Technology Leader

Jeremy Dickerson, Howard V. Coleman, Gregory Geer
DOI: 10.4018/978-1-4666-0062-1.ch005
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School technology leaders can be school principals and assistant principals, teachers, technology specialists, professional development coordinators, central office administrators, curriculum directors, and a variety of others (or a composite of people) within a school. This chapter presents important issues for emerging school technology leaders to consider in understanding the technological culture and conditions in educational settings. The concepts and critical questions listed in this chapter are utilized to enhance readers’ abilities to begin thinking like a school technology leader and to successfully implement, manage, change, and lead technology in schools. These points are derived from over six decades of the authors’ collective experiences in leadership and educational technology. The “take-aways” for readers are practical, experience-based knowledge and critical, guiding questions. The propositions in this chapter are based on the concept of “leadership through inquiry” as school technology leaders attempt to better understand both “where they are” as well as “where they want to go” with technology in schools by learning how to ask the right questions and understand the technological status of a school.
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Brief Literature

Technology leadership has been identified as one of the most critical factors in promoting systemic school reform efforts to improve student achievement and to ensure high quality student achievement. Sandholtz and Reilly (2004) suggested that it is important to focus on curriculum development with technology. This approach provides more learning opportunities for students and ensures that teachers are utilizing technology in instruction. Technical skills are also usually highly individualized and will change over time. It is vital that all technology users commit themselves to developing a “lifelong learner” mentality and focus on how they learn best as they approach the development of their own skills. Additionally, there are so many resources for skill building (video tutorials, websites, “how-to” books, and blogs/chat rooms/online forums, that individual technology skill development has become highly individualized and self-paced as well as self-guided to many technology users today.

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