Research Paper on "Implementing Instructional Technology the Role of the Administrator"

Research Paper 6 pages (1876 words) Sources: 5

[EXCERPT] . . . .

Technology: The Role of the Adminstrator

The Role of Administrators in Implementing Technology in the Classroom

The state of public education in the United States over the past 75 years has been the focus of reformers, textbook writers, school boards, parents, teachers, and industry. Different groups, depending on their context, have different ideas of what might be most effective in improving the performance of American public school students: making teachers more effective, changing the way information is presented, and school changes in organization and culture that ranged from the open school to those that required uniforms. Certainly some of these worked in some places and for some students and communities, but none of these measures were widely applied, and the lagging academic achievement of American students received wide press in media throughout the country. Many experts stated that this problem was especially serious in the areas of mathematics and science education (Hagel, 2006, p. 10) with a significant difference between demographic groups, including minorities as well as those in lower income brackets. These individuals typically attend schools in districts with less financial support and hence have fewer special resources or the kinds of enrichment activities these students need (Bracey, 2006, p. 151).

Knowledge and effective school leaders are extremely important in determining whether technology use will improve learning in our students. There is a great deal of evidence that many school administrators may be apprehensive about providing leadership in the area of technology. They may also be uncertain when it comes to implementing effective technology leadership strategies in ways that will improve learning, and/or their own prior knowledge may be limited due to how much they use it themselves. An administrator must be able to choose pieces of technology their schools needs, how to implement it into their teachers classrooms, and possibly what instructional training his/her teachers need to use the equipment effectively. Yet, it is the administrator in the school who is most likely to have to if not choose, implement and evaluate classroom technology on an ongoing basis. (Gold & Lowe, 2009)

One of the most important phenomena that are cited as a source for disparities as well as the overall perceived failure of the U.S. education system to keep up with the world and thrive is the limitation in implementation of technology in schools. The disproportionate distribution of resources often creates a very visible digital divide among schools and regions with regard to technology. In many ways the responsibility of adopting and implementing such technology in the schools has fallen to school administrators, i.e. The so called "digital divide" (Valadez & Duran, 2007).

Proponents of technology implementation in schools and classrooms claim that technology is the great divide between knowledge and failure and that implementing technology-based lesson plans and even distance education sites, as well as of course the introduction of the internet to schools will bridge the gap and improve the schools. (Gibson & Weir, 2010) Yet, it can also be argued that improper utilization and/or implementation of, rather expensive, technology in schools that can afford it can be just as detrimental to education. This coupled with the inundation of school administrators with promises from technology development companies about the validity and value of their programs probably combine to create a real fear among administrators regarding making the wrong decisions or really any decisions at all. In fact the culture of REFORM, where the education system is idealistically in a constant state of "making itself better" can leave many administrators and teachers alike skeptical about mandated or adoptive change. (Holden, 2007)

Given the very public debate regarding public education the role of educational leadership has frequently been a source and center for such debate and currently the concern about the responsibility of school administrators to make technology decisions for the classroom. In large part those who are considered education leaders are those who have the power to administer and change the various systems, curriculums and environments in schools and today this means technology, in a big way. By in large the bulk of school reform occurs on the state level, with state legislation guiding practice but many technology decisions also have to be made on the school level and both groups have voiced concerns, along with classroom teachers about how they as a group of individuals gain the knowledge needed to make and even accept decisions about technology implementation in schools. (Gold & Lowe, 2009, p. 3964-3965)

There are also a few exceptions to the state and local level governance of schools that demonstrate the inability of the federal government to stand back and let state's manage and administer their own education systems. One example is the No Child Left Behind legislation which has become monumental and controversial guide and mandate for reform in education. Though this legislation offers guidance for sweeping change in schools the majority of "leadership" is seated in state legislators, state elected directors of public education, state and local public school administrators and finally in local school boards whose job it is to interpret educational legislation and give direction to school administrators, principles and classroom teachers to both meet budget constraints and meet the standards set forth by legislation and school board pronouncements. In addition, this legislation has sweeping implications for the use of technology and the role of administrators to adopt and implement technology into the classroom. The reason for this is that NCLB is a strong proponent of accountability and evidentiary-based best practices as well as technology implementation as the great savior of the American School System. What this means in the terms of school level administration is that the legislation demands accountability from evidence-based practice and wants very much for schools to adopt technology to create data and potentially improve education in the classroom. The NCLB in particular and several state level school reform bills that have come from it specifically demand that schools implement technology programs to improve student instruction, with limited guidance as to what that means and what technology to implement. (Ligon, ND)

The administrator, regardless of his or her fear of disapproval, disappointment or utter failure, with regards to technology implimentation has an enduring role to fulfill as the implementer of appropriate classroom and school technology that will better meet the needs of the students and better educate them. For this reason the administrator must, if lacking in knowledge, educate him or herself effectively to create a better concept of jargon associated with technology, read and assimilate research associated with such technology and appropriately act to make sure that his or her school or district does not get left behind in the digital divide or squander very limited resources on technology that does not best serve the students.

One of the best ways that an administrator can do this is to rely heavily on the development of research by experts in the field of technology and classroom application, and this does not mean the companies that make the technology. Such guides as the one offered by Gibson and Weir, Technology in the Classroom (2010) where several examples are given as to the depth and breadth of successful implementations of technology in classrooms over time and in Gold & Lowe's the Integration of Assistive Technology into Standard Classroom Practices: A Guide for K-12 General Educators where educators are offered a step-by-step introduction to technology in the classroom, its gorgon and its successes and failures. (2009)

In addition to an administrator seeking to gain general knowledge of classroom technology it is also important that administrators seek to use as much of this technology themselves as possible, both classroom technology and popular media technology to begin to understand its limitations and opportunities. Lastly, the role of the administrator in adopting and implementing classroom technology in the schools must begin with trade searches where specific classroom technology tools (beyond the hardware) are researched and unbiased (non-company) research is detailed and documented regarding its real successes and failures. In other words administrators need to hone their research skills to determine what is and what is not authentic research and demonstrate skill in weeding through the pile of material they receive on a weekly basis introducing them to hundreds of technology products for the classroom. The administrator has to take an intriguing technology and looking further for data and unbiased research on the product, i.e. evidentiary trials of the product among a student population similar to the school population the administrator serves and checking to see if company claims are legitimate or inflated. Implementation can also be tricky as the administrator is then charged with making sure that he or she has the knowledge and skill to obtain buy in from classroom teachers and ensure that the technology is used to its fullest degree possible. Without these skills the administrator may become outmoded and might as well leave all decisions to a school board or the state legislature who may or may not provide such depth of knowledge of… READ MORE

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