An Administrator's Role in Technology Integration

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 21^st 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.