California Department of Education
Taking Center Stage – Act II

Educational technology leadership roles

Leadership in educational technology crosses all levels of middle school education. Administrators, teachers, students and their parents, and information technology departments have important roles in determining how well California schools use technology.

School Administrators: The publication Technology Standards for School Administrators (2001, pp. 6-7) suggests the following responsibilities for educational leaders to ensure effective technology use in schools:

  • “Inspire a shared vision for comprehensive integration of technology and foster an environment and culture conducive to the realization of that vision.

  • Ensure that curricular design, instructional strategies, and learning environments integrate appropriate technologies to maximize learning and teaching.

  • Apply technology to enhance their professional practice and to increase their own productivity and that of others.

  • Ensure the integration of technology to support productive systems for learning and administration.

  • Use technology to plan and implement comprehensive systems of effective assessment and evaluation.

  • Understand the social, legal, and ethical issues related to technology and model responsible decision making related to these issues.”

Information and Resources

According to “Leadership in the 21st Century: The New Visionary Administrator” report, (PDF; 4MB; 23pp.) administrators who are concerned about technology integration have more in common with students than with fellow administrators in terms of technology use and priorities for integrating technology in instruction. The report notes that visionary administrators hold many different positions at schools and district offices and do not only represent technology professionals. They believe that seamless, ubiquitous technology—when effectively integrated into learning—has the potential to expand the classroom walls, transform the pedagogy, and help students better prepare for life in the 21st century. The report includes examples of what visionary administrators are doing to transform their schools to adapt to the culture of the new digital world. The report is based on a survey conducted by Project Tomorrow's (Outside Source) Speak Up 2007 (Outside Source).



Local governing board members
: In the article “Critical Issue: Technology Leadership: Enhancing Positive Educational Change,” Gilbert Valdez, the senior adviser for technology and co-director of the North Central Eisenhower Mathematics and Science Consortium at Learning Point Associates, suggests that local governing boards:

  • “Ensure that vision building is focused on student and teacher excellence and not on isolating technology improvement from other systematic considerations such as teacher professional development, facilities, support, and essential resources.

  • Schedule meetings and inform the community about the necessity of using technology in schools to prepare students for future work and to full participation in a technology-based information society.

  • Communicate the challenges and resource needs inherent in successful educational change. Emphasize that technology integration cannot be considered in isolation of system wide improvement efforts.

  • Put into place an accountability system to collect and analyze with integrity information indicating that technology efforts will result in increased quality of education.

  • Make certain that all segments of the community have representation on planning committees, giving special attention to the inclusion of traditionally underrepresented members of the community.”

Teachers. The Commission on Technology in Learning (CTL) provides guidance for teachers and their roles in technology leadership through the California Commission on Technology in Learning.

Previous
Education Technology Leadership

Next
Technology Support for Leaders

Back to Top