Transcript Slide 1

Supportive Administration
Akhlaq Hossain
CECS 6220
Supportive Administration
The main issue of school computer utilization has shifted from mere
access to the more fundamental issue of how to effectively integrate
technology into the curriculum.
What role does the administrator play to insure effective integration
of technology in schools.
Supportive Administration
“Administrators must be prepared for a significant investment of time to
move technology from a part-time tool to an active tool that is fully
integrated into the curriculum”.
They must develop a plan on how technology can be used effectively as
part of a long-term school-improvement plan directed at improving
learning and achievement goals.
“One strategy is to develop a school vision statement of how technology
can be utilized to achieve a school’s objectives”.
Supportive Administration
Vision statements should consist of:
1. Vision and objectives to achieve the vision: Engage school board
members, faculty and staff members, students, and community
members in the process of reflecting on, discussing, and articulating a
shared vision of the future of the school or district.
2. Assessment of current school environment: Analyze the existing
conditions of your school to more accurately comprehend the terrain
that must be navigated to achieve the articulated vision.
3. Gap analysis: Recognize the gaps between the current environment of
learning and where the school wants to be in the future as the basis
for an action plan to guide the school toward the vision through the
utilization of technology as a tool.
http://eric.uoregon.edu/publications/digests/digest135.html
Supportive Administration
Vision statements should consist of:
4. Evaluation: Set in place appropriate methods for continually
evaluating progress toward the vision and, based on this ongoing
feedback, for reformulating the action plan.
5. Strategy for altering objectives in accordance with formative
evaluation data: Articulate a change strategy that includes a plan for
altering the objectives.
http://eric.uoregon.edu/publications/digests/digest135.html
Supportive Administration
“The technology plan is driven by the school vision rather than by the
technology itself”.
Technology plans undergo review and approval by many outside
groups. Some are reviewed and approved at the state or even
federal levels.
"Build a technology plan around teachers' needs, and they will come."
(Ken Eastwood, assistant superintendent for curriculum, instruction, and
technology, Oswego City School District, New York).
Supportive Administration
Technology Plan: Major Components
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review of technology status, needs assessment, and other pre-planning
products
vision/goal statements
equity issues
instructional uses of technology
student technology standards
staff technology standards
integration into core curriculum
pilot program and action research
management uses of technology
student information systems
(National Center for Educational Statistics)
Supportive Administration
Technology Plan: Major Components
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infrastructure and support for infrastructure, including such facilitiesrelated needs as air conditioning/cooling and asbestos abatement
review of current "state of the art" for options in design of
infrastructure
capabilities of hardware and software, projections of "next generation"
capabilities and features
acceptance and management of donated computing resources
long-range goals
inventory control issues, such as maintenance and replacement cycle
(National Center for Educational Statistics)
Supportive Administration
Technology Plan: Major Components
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budget projections and funding sources for initial installation,
hardware, and software
staff training programs
benchmarking standards
quality control components
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security planning
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(National Center for Educational Statistics)
Supportive Administration
"Leadership is the single most important factor affecting the successful
integration of technology. This is true at the state level and at the school
level. Schools which have made the most progress are those with
energetic and committed leaders."
From a 1998 study by the SouthEast and Islands Regional Technology
in Education Consortium.
(National Center for Educational Statistics)
Supportive Administration
Different Studies on the role of the administrators:
“Studies have indicated that knowledgeable school administrators contribute
significantly to the proper integration of technology” (Beach & Vacca, 1985).
“Technology training for instructional leaders is vital to the successful infusion of
technology into the daily instructional and administrative routine of our public
schools” (Bruder, 1990).
“Principals…must have a solid base of knowledge to draw on”
(Rockman & Sloan, 1993).
“Administrators were concerned with the acquisition of technology rather than
what would take place after the technology arrived” (Brooks, 1997).
Supportive Administration
Results of four studies:
Purpose - To look at the administrators role in technology planning.
(Brooks, 1997)
Results Principals:
 focus on acquisition of technology
 have little knowledge of the technology purchased
Recommendations –
Principals need to:
 Make informed budgeting decisions
 Recognize the ability of technology to change/ improve education
 Play “an active role in the planning and implementation of technology”
 Create professional development opportunities for teachers
(http://e--tiger.org/introduction.htm)
Supportive Administration
Results of four studies:
Purpose - To determine the technology competence of administrators.
(Beaver, 1991)
Results –
Participants reported:
 Little or no technological competence
 Competent computer use as important to success on the job
 Little or no technology training
Recommendations –
Administrators need:
 Practical applications of productivity tools
 Group discussions of relevant technology issues
 Individual and group projects to develop skills that meet their needs and
interests
(http://e--tiger.org/introduction.htm)
Supportive Administration
Results of four studies:
Purpose - To identify the role of administrators in the implementation of
technology.
(Beach & Vacca, 1985)
Results –
 Computer use is an important part of the school program
 84% of principals rated themselves as novice computer users
Recommendations Administrators should be flexible and adaptable in order to successfully
implement educational technology
(http://e--tiger.org/introduction.htm)
Supportive Administration
Results of four studies:
Purpose - The principal’s role as a technology leader. (Heaton & Washington,1998)
Results –
 Development and implementation of the school technology plan
 Ways to support technology training for teachers
 Funding and selection of hardware and software
 Supporting instructional applications of technology
Recommendations –
Administrators need training that includes:
 Ways of becoming an instructional leader
 Context based skills development
 Discussions of relevant technology issues
(http://e--tiger.org/introduction.htm)
Supportive Administration
Technology Training for Administrators:
Understanding technology management issues –
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providing proper funding for training and support
managing software and hardware acquisition and upgrades
technology planning
budgeting for technology training and support
knowing technology standards for students and instructional personnel
participating in the development and implementation of the school/district
technology plan
developing personal and staff development programs
comprehending ethical and legal issues related to technology use
(http://e--tiger.org/introduction.htm)
Supportive Administration
Technology Training for Administrators:
Impact of technology on educational change –
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create a supportive environment for change
support changes in instruction that encourage teachers to become facilitators
of learning
learn ways to encourage students to take a more active role in their own
learning
develop long range plans that adapt the vision/mission of the school to
include the infusion of technology across the curriculum
(http://e--tiger.org/introduction.htm)
Supportive Administration
Technology Training for Administrators:
Administrative uses of technology –
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learning ways to communicate with students, teachers, and parents
analyzing and organizing data to make informed decisions
encouraging teachers’ administrative use of technology
utilizing Internet resources for personal professional development
staying abreast of current literature in instructional technology and related
fields
(http://e--tiger.org/introduction.htm)
Supportive Administration
Members of the Technology Standards for School Administrators (TSSA)
Collaborative: (major national administrators organizations)
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American Association of School Administrators
National Association of Elementary School Principals
National Association of Secondary School Principals National School Board
Association
Association of Education Service Agencies
International Society for Technology in Education
Consortium for School Networking
North Central Regional Technology Consortium @ North Central Regional Education
Laboratory
Southern Regional Educational Board
Kentucky Department of Education
Mississippi Department of Education
University of North Carolina Principals' Executive Program
Western Michigan University College of Education
Supportive Administration
TSSA standards focus on the following six areas:
1. Leadership and Vision. School administrators should provide leadership by
developing and promoting both a long-range vision and a comprehensive plan
to integrate technology in schools and districts.
2. Learning and Teaching. Education leaders should ensure the successful
infusion of technology into all aspects of teaching and learning by attending
to issues such as curricular design, instructional strategies, learning
environments, and appropriate technology purchases.
3. Productivity and Professional Practice. School leaders should make use of
technology in their own work to improve school management, collaboration,
communication, and their own professional development.
(http://www.scholastic.com/administrator/article_benchmark.asp)
Supportive Administration
TSSA standards focus on the following six areas:
4. Support, Management, and Operations. Administrators should be actively
involved in planning for all aspects of technology implementation —
including technology compatibility, budgetary elements, staffing, technical
support, and technology upgrade issues.
5. Assessment and Evaluation. Administrators should take leadership in the
use of the assessment and data-gathering capabilities of technology to
improve student learning, professional development, and administrative and
operational systems.
6. Social, Legal, and Ethical Issues. School leaders need to comprehend and
develop policies about the social, legal, and ethical aspects of technology
usage, to communicate those policies to staff and students, and to enforce
those policies when necessary.
(http://www.scholastic.com/administrator/article_benchmark.asp)
Supportive Administration
International Society for Technology in Education (ISTE) has adopted
the Technology Standards for School Administrators (TSSA) standards
as the National Educational Technology Standards for Administrators
(NETS*A)
Supportive Administration
THE TOP TEN TECHNOLOGY DISTRICTS
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Anoka-Hennepin Independent School District 11 (Minnesota)
Baltimore City Public Schools (Maryland)
Chapel Hill-Carrboro City School District (North Carolina)
Henrico County Public Schools (Virginia)
Lake Washington School District #414 (Washington)
Lemon Grove School District (California)
Oswego City School District (New York)
Plano Independent School District (Texas)
Township High School District 214 (Illinois)
Western Heights School District (Oklahoma)
(http://www.districtadministration.com/page.cfm?p=278#western)
Supportive Administration
References:
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http://eric.uoregon.edu/publications/digests/digest135.html
http://nces.ed.gov/pubs2003/tech_schools/index.asp
http://nces.ed.gov/pubs2003/tech_schools/chapter1.asp
http://nces.ed.gov/pubs2003/tech_schools/chapter7.asp
http://e--tiger.org/introduction.htm
http://www.scholastic.com/administrator/article_benchmark.asp
http://www.districtadministration.com/page.cfm?p=278#western
http://cnets.iste.org/tssa/index.html
http://www.iste.org/