Introduction:
My proposal involves the fear of an increase in the Ed Tech Potential vs. Reality gap (Wolinsky 2008). The use of technology is almost nonexistent at my school and it is not due to a lack of resources. According to the International Society for Technology in Education, there are fourteen “necessary conditions to effectively leverage technology for learning” (2008). If appropriately and effectively utilized the following essential conditions can facilitate optimal success for my school: shared vision, empowered leaders, ongoing professional learning, and technical support.
Rationale:
There is a lack of technology being utilized in my school. At first I thought that lack of technology in the classroom was due to the laziness of teachers. But, finally, I realized that the big problem is the lack of accountability from the administration. Teachers are always receiving notices about how we should be using more technology in the classroom but there is no accountability for us to do so. Teachers are never held accountable for using the technology given to them. Therefore, I would like to know how to create a culture where teachers effectively use technology that is imposed by the administration.
Literature Review:
The first essential condition I delved into was having a shared vision. A shared vision is having proactive leadership in developing a shared vision for educational technology among all education stakeholders including teachers and support staff, school and district administrators, teacher educators, students, parents, and the community. The article A Matter of Principals discusses how principals are often left out of essential training when it comes to technology within their school. Geoffrey Fletcher states that, “When leaders are clueless about technology and the impact it can have in the classroom, they are powerless to change their school or district into one that provides tech-enabled instruction for students” (Fletcher 2009). As a response to this notion the Principal Technology Leadership Institute was created. According to A Matter of Principals, “We want principals to develop a vision for technology integration in their school building, use multiple measures of data to drive decision-making, and improve their technology skills and knowledge” (Fletcher 2009).
In the article How to Build for the Future of Technology in Schools the authors offer suggestions for administrators to assist in the designing and implementing their vision for technology. When planning for technology integration principals should, have: a vision for the future that is rooted in what is possible, be clear about their educational philosophy, keep expectations in check, hire good consultants, use proven technologies, focus on simplicity and training, demo products, build a reliable infrastructure, hire great staff, and have fun. This article brings up ideas of the key questions that should be asked and answered when incorporating technology into a building. It was stated that, “Schools with unsuccessful programs failed to ask some key questions up front about how teachers would incorporate the technology into class time” (Hall and Pearson 2009).
After reviewing both of these articles it is apparent why there is a lack of accountability from my administration. Having a solid vision is the key essential to technology integration. In order to successfully implement technology into the school there needs to be a visionary leader. This visionary leader must have a clear cut plan of action and must do adequate research to help support their plan. I feel this is lacking at St. Rita’s. Active boards, I-Pevos, projectors, active votes, and many other technological gadgets are being purchased but there is a lack of follow through from the administration. Therefore, as shown in my school without true commitment and a clear cut vision there is no stable structure and the integration of technology will be ineffective.
The next essential condition I researched was empowered leaders which are stakeholders at every level empowered to be leaders in effecting change. According to Empower Teachers Who Break the Mold, “The most effective teachers often are those who dare to deviate from conventional practices” (Miller 2009). Teachers are the individuals who work with students and therefore they need to be the ones who are the empowered leaders. It is true the principal should implement a vision but teachers need to be sure they are adequately carrying out the vision. As stated in Empower Teachers Who Break the Mold, “As principals invite, encourage, and empower positive deviants to share their strategies, others within the school community are inspired and a culture of learning is established and strengthened” (Miller 2009). Empowered leaders are a necessity in creating an environment where technology is effectively used.
Leadership for Student Empowerment really opened my eyes to what students can contribute to the implementation of technology. The whole semester discussions came up about how important it is to include students in decision making in the classroom. Teachers and administrators are the natives when it comes to technology so why not allow the students to have an input. The article Leadership for Student Empowerment supports this notion. It discusses how a school district “expects its students to participate actively in school decision making” (Reeves 2008). I feel that if my district can gain student participation while implementing technology the process will be more effective.
If administrators can identify St. Rita’s empowered leaders it will help aid in a culture of using technology effectively. In my building I feel there are two empowered leaders, myself and my partner teacher. While we do not feel like experts we are the individuals that most teachers come to when they need help. If the two of us acknowledge our roles as empowered leaders we can help other teachers become expert leaders as well. Also, allowing students to have a voice in how they want to learn could help create a culture where teachers are effectively using technology. Students are our number one resources and we as teachers need to use them.
The third essential condition I looked into was ongoing professional learning which is technology-related professional learning plans and opportunities with dedicated time to practice and shared ideas. The article Computers and Education offers adult education’s transformational learning theory as a solution to the problem of technology professional development. The learning theory offers a way to help teachers cope with new knowledge bases and incorporate them into practice (King 2002). The article addressed guidelines for staff development, “These standards regarding the context, process and content of staff development, emphasize face-to-face, collaborative, problem-solving, research-based inquiry, and self-study, for impacting both teachers’ professional development and student achievement” (King 2002).
Many educators are willing to take risks with new technology in the classroom; however, they are looking for some training and instruction through professional development opportunities. According to Effects of a Long-Duration, Professional Development Academy on Technology Skills, Computer Self-Efficacy, and Technology Integration Beliefs and Practices, “If school administrators want to help motivate teachers to take these technological risks they must acknowledge that teachers need opportunities to apply newly acquired skills to personal use, experiment with the effectiveness of technology in the class, and collect student data to justify conclusions” (Brinkerhoff 2006).
Professional development is something St. Rita’s drastically needs. We are rarely sent to any type of professional development and if we are there is no time allotted to practice the technology with our coworkers. We are expected to gain all of the knowledge associated with a certain technology after a few hours of training. According to these articles, the administration needs to allow for more opportunities to apply newly acquired skills and needs to allow teachers to have a say in what professional development they are partaking in.
The last essential condition I researched was technical support which is consistent and reliable assistance for maintaining, renewing, and using ICT and digital learning resources. The article Equipment Working! Healthy Climate! Happy Teachers discusses the benefits of having a technology staff development at the beginning of the school year. According to Houser, “Life in the classroom becomes much more pleasant when all teachers acquire the skills to become self-sufficient technology users” (Houser 2001).
It was not a shock that, “schools regularly employ a technology coordinator but rarely fill the position of a technology integration specialist” (Hofer 2004). That is exactly how St. Rita School is staffed. We have an individual who maintains our technology but do not have an individual who assists teachers in implementing the technology. A coordinator focuses on maintaining equipment and an integration specialist focuses on teacher needs as they relate to technology (Hofer 2004).
I feel that if our administration was truly holding teachers accountable for technology use they would hire a technology integration specialist. I know that funding is always an option however we are consider buying I-pads for each student, which tells me that we do have funding. It would be great to have an I-pad but what is the point if none of the teachers use them. The teachers do not currently use the I-pevos or active votes in each room so they most likely will not use an I-pad without assistance. I feel that this is something that needs implemented by the administration.
Objectives:
After reviewing all the literature it is apparent that in order to create a culture where teachers effectively use technology there needs to be more accountability from the administration. The following need to be addressed by the administration according to the articles: a shared vision, ongoing professional development opportunities, technological support, and identifying empowered teachers. At St. Rita’s there seems to be a lack of focus when it comes to implementing a technology plan. I feel our main barricade comes down to administrative support. Our administration needs to recognize the needs of teachers and students as they consider technology integration.
As a result of this research I feel a good approach for St. Rita’s would be for the administration to create a technology plan that works. Administration does not have to create this plan alone. They should create a technology committee that consists of teachers, parents, administrators, and even students. This way all stakeholders have a say in the process which is highly important. The technology plan could be structured off the article A Technology Plan That Works. This article suggests five major tips: building enthusiasm about the technology initiative, having the plan fit the school, building in professional development, giving collaboration time, creating teacher buy-in, and keeping the focus squarely on people as opposed to technology (Overbay, Mollette and Vasu 2011). These are all areas in which St. Rita School lacks. I think a good proposed solution to St. Rita’s technology issue which is lack of accountability by the administration (which leads to a school culture where teachers do not effectively use technology) can be solved by proposing an effective technology plan that is realistic and works. By having a plan everyone is more likely to follow its outline and in the end will result in more accountability and a successful integration of technology.
Works Cited
International society for technology in education. (n.d.). Retrieved from http://www.iste.org/standards.aspx
Overbay Amy. , Mollette Melinda, , & Vasu Ellen, (2011). Educational Leadership. A Technology Plan That Works,
