Many people have heard or
have been told the old Proverb, “Do as I say, not as I do.” As educators, we
know that this approach does not work. I love John A. Garraty’s quote, “‘Do as
I say, not as I do’, is not an effective way of teaching anything.” This quote resonates
with me as I think about an administrator’s role in integrating technology in
teaching and learning. As an administrator of 21st Century teaching
and learning, it is important to be a role model for educators and students
within your building. Providing a clear example of the expectation is a great
way to motivate educators and students, as well as gain buy-in. Administrators
do not have to be tech gurus; however, they must show that they are knowledgeable,
willing to be a constant learner, and place technology integration as one of the
school’s primary goals for student engagement and achievement. According to Grady (2011), “Principals who are
technology leaders showcase technology use during meetings. They invite teacher
demonstrations of technology integration in lessons or integrated grade-level
projects at staff meetings. Displays of student and classroom use of technology
are prominent in their schools.” Lee- Anne Yerkey, principal of Sunray
Elementary School, discusses her school’s goal for technology integration.
Contrary, some may
believe principals are so busy that they may not have time to dabble with
learning about the new techno savvy devices, apps, platforms, and displaying
their technological skills on a regular basis. As stated by Edu Excellence, “There
is no doubt that being a school principal is difficult. Everyone who thinks
otherwise does not know the job. A principal’s job is hectic and demanding,
thus, delegation is a must. This is a strategy that many have used for
generations to manage their work.” Delegation works well for a school when it is
done correctly. The school’s culture and climate become unbalanced when one person
has too much control. Delegating decisions and assignments to teacher leaders
empowers others and builds stronger leaders. According to Grady (2011), “One
approach to facilitating teachers’ acquisition of technology skills is the
teacher-to-teacher model of professional development.
Based on Rogers’ “Diffusion
of Innovations” (2003) approach to implementing change, the model
focuses on teacher demonstration of instructional activities to other teachers.
In the case of acquisition of technology skills, a teacher demonstrates use of
technology in instruction to an audience of teachers. The teachers in the
audience are provided the opportunity to implement and experiment with the
technology." This approach gives teacher leaders an opportunity to show others how
they are integrating technology, and it allows time for teachers to work
through the kinks. This approach must be accepted by administration and
teachers must feel comfortable trying new things. An administrator who sets the
expectation of technology integration and shows that he/she is open to change, can
adapt to new ideas, is open for others to take a leadership role in the
process, and models the new things he/she learns will gain the respect and
cooperation from his/her faculty and staff. Whitehead, Boschee, & Decker
(2013) states, “To be successful in our increasingly technological world, it is
evident that all educators and learners must be skilled in the use of
technology” (pg. 17).
References
Eduexcellence
(2017). Keys to effective school leadership - Delegate and prioritize.
Retrieved from www.eduexcellence.org/blog/334/keys-to-effective-school-eadership-delegate-and-prioritize.
Grady,
M. (2011). The principal’s role as technology leader. Retrieved from https://www.seenmagazine.us/Articles/Article-Detail/articleid/1800/the-principal-8217-s-role-as-technology-leader.
Whitehead,
B.M., Jensen, D., Boschee, F. (2013). Planning
for Technology: A guide for school administrators, technology coordinators, and
curriculum leaders. Thousand Oaks, CA: Corwin.
