Chapters 7 and 8 Key Points Technology in its Place
Having the technology in the school and giving it to the teachers and staff will not achieve its purpose unless the principal becomes a leader. For the principal to be a good technology leader, he/she needs to have a team of leaders and supporters within the school and a vision for the integration and implementation of the technology. The strategies, plans, and budgets should be considered working drafts that are adjusted on current information and better thinking (Areglado & Perry, 2001). Active involvement allows principals to send the implicit and explicit messages that create a sense of urgency, guide the implementation strategy, and create change in the whole school (Areglado & Perry, 2001).
Politics is a part of the school systems and for schools to be able to have the technology to use within the curriculum they must acquire the funding and support of the communities, county and government. Politics is about building support. Involving everyone and maintaining people’s enthusiasm and a sense of urgency are critical (Zimmerman, 2001). The community needs to know that technology will not take the place of the teacher as a facilitator, the use of technology will enhance the curriculum that the student is learning and it will provide an added benefit in the student’s life learning skills.
These chapters made me think of teachers that have always taught a certain way and are not willing to modify or make changes to the way they teach. Then you add technology to the mix and they seem to shut down. For technology to become part of the school and classroom environment the leaders within the school must join together to lead the school staff in the integration and implementation of the vision created by the whole school staff. I believe that the only way to change people’s view about a technology is by educating them and showing them a practical ways to integrate technology within the curriculum. Expectations should be set high but not unreachable, so that small steps can give the staff encouragement to continue the integration process. Schools must demonstrate that the use of technology will be beneficial for the student now and in their future.
Reference:
Areglado, R.J. & Perry Jr., G.S. (2001). The computers are here!: Now what does the principal do?. In Collier, C. & LeBaron, J.F. (eds.) . Technology in its place: Successful technology infusion in schools. San Francisco, CA:Jossey- Bass Inc.
Zimmerman, I.K. (2001). Building public support: The politics of technologytransformation. In Collier, C. & LeBaron, J.F. (eds.). Technology in its place: Successful technology infusion in schools. San Francisco, CA: Jossey-Bass Inc.
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3 comments:
There are always teachers that will resist change. I agree that we need to find a way to change as an entire school instead of making them feel intimidated. It was tough enough for some when we decided to put IEPs and grades online. Change takes time for all to accept.
Yes, change. These chapters bring the idea of change to the forefront. It is a difficult process for teachers, students, principals, parents…How do we demonstrate the need for change and then take on the leadership roles that help the process of change move forward? Difficult questions. I would say that it begins with each of us. Someone must start the process and make change happen.
I agree that principals should be actively involved when it comes to implementing technology, however in my limited experience the principals seem more inclined to pass the buck - basically delegate the role/power to someone else that can focus exclusivley on technology. In cases like these, I do not think it is necessarily a bad thing if the principal steps aside a bit. They should still be aware and in-the-loop, however I bet a lot of principals have technology concerns low on their list of "To Do's". Not saying it is right or justified, just think it is a reality in many cases (esp principals that have been doing the job a long time). Just my two cents :)
Also wanted to mention I, too, have seen the "shut-down" you refer to when teachers that do not embrace technology are forced to implement it. That said, I also feel some people are just great speakers/motivators/teachers. Technology is important and I think implementing technology is a necessity for the current generation of teachers, but I also do not mind some non-technophiles in the mix if they are brilliant teachers. If they resist technology because they can thrive without it, to me it's okay. But for the new teachers (most of us) I think technology is a necessity.
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