Building a Sustainable Educational Technology Program in Your School or Organization

Building a Sustainable Educational Technology Program in Your School or Organization

Felix Cruz

Fordham University

Emerging Issues in Technology

CTGE62650112009M

Professor Lyda Martinelli

June 5, 2009

Abstract

This paper will address the concerns regarding the building and sustaining of an educational technology culture in a school or organization. A culture of technology use is dependent on factors such as leadership and vision, learning and teaching strategies, productivity and professional practice, commitment to professional development, and management and operations support.

Reasons Why Faculty Should Change

Ekroth (1990) cites several reasons why faculty does not change. She reports that our institutions have both a physical culture and a social culture, which has not changed over time, and which continues to be the guardians of tradition. Faculty may resist change due to very little or no incentive and fear of risk taking, anxiety, and feelings of discomfort. By addressing these concerns an institution can increase the odds that a sustainable educational technology program can be accepted and implemented. In order to promote the acceptance of integrating technology into the curriculum or professional development programs, learners can be treated as adult learners who desire to excel in their profession. This realization can be a great motivating factor in accepting technology and the use of adult education theories and principles into professional development.

Leadership and Vision

Strong leadership and a new vision are required for integrating technology and embracing a new culture that strives for the attainment of this vision. Administrators, faculty, and all stakeholders must collaborate to create this new vision as well as participate in the communication of stated goals. The leadership must promote a culture of risk-taking and of continual innovative professional development in the use of new educational technology. Educational leaders must allow the necessary time for stakeholders to prepare, plan, and learn the new technologies and how to integrate them into an effective and rewarding teaching strategies. Educators who are truly devoted to their professions care deeply about their intellect and about making a difference in the lives of their students.

Learning and Teaching

Educational leaders and administrators have to ensure that instructional planning and strategies integrate the use of relevant technology that will maximize learning and teaching. The latest technology standards that promote critical thinking, project-based learning, and collaborative environments should be incorporated. A system of rewards and acknowledgement of those individuals that are excelling in the realization of the new vision will perpetuate a culture of excellence and collaboration. In creating a positive experience for stakeholders, educational leaders will ensure the creation of innovative ideas and enthusiasm for continued learning and development.

Productivity and Professional Practice

Educational leaders should practice the use of technology to increase their own productivity and that of others. A culture of technology can only be sustained it is engaged in job-related professional learning using technology resources as well as in the awareness of emerging technologies and their potential uses in education. A total commitment is required to the integration of technology into enhancing the educational experience of educators as well as students and the allocation of finances necessary to maintain and sustain the implementation of the technological education vision.

Shared Vision and Equitable Access

.All stakeholders must have a shared vision and commitment for education technology among school personnel, parents, and the community at large. Students, teachers, staff, and administrators must have equitable access to current technologies, software, and telecommunications resources. Continual technical support is a very important factor for the sustenance of a successful technology program. Frustration due to equipment that is unavailable or malfunctioning can be detrimental in the acceptance and implementation of the program. If educators know that they can rely on equipment being available when they need it, then they will devote all their energy to the integration of technology into their lessons and thus create a learning environment where the students will benefit the most.

References:

Ekroth, L. (1990, Winter-Spring). Why professors don’t change. Teaching Excellence: Toward the Best in the Academy.

Carafella, R. S. (2002). Planning programs for adult learners: A practical guide for educators, trainers, and staff developers. San Francisco: Jossey-Bass.

ISTE (International Society for Technology in Education Standards).Technology Leadership Standards. Available: http://www.iste.org/Content/NavigationMenu/NETS/ForTechnologyFacilitatorsandLeaders/Technology_Leadership_Standards.htm

Lawler, P. & King, K. P. (2000). Planning for effective faculty development: Using adult education strategies. Melbourne, FL: Krieger.

The Pivotal Role Administrative Leaders Play in Building a Suitable Educational Technology Culture in Higher Education

By

Amber Pina

Graduate School of Education

Fordham University






















Part I: Introduction

In this digital age is no secret, that rapidly changing educational technology is evolving the traditional methods of teaching and learning. Educational technology has revolutionized learning and has paved the way for learning to take place outside the classroom. This evolution in educational technology has left administrators and educators with the need to understand the way technology is transforming their daily activities of teaching and learning.
Today’s shifting time calls for educators to be flexible in their thinking in order to stay on top of educational technology. In order to build a suitable educational technology culture within their institutions, administrators and educators; need to take an active role ensuring students and colleagues benefit from the integration of digital technologies into classroom practices.
Building a suitable educational technology culture within institutions facilitates the learning process educators and administrators face when learning new educational technology. “Developing and training faculty members to integrate cyberspace technology into the classroom for student learning is basically a necessity in today’s competitive world of education, but many educators fear or resist it due to lack of effective training” (Mujtaba and Preziosi, (2006) p. 37). In order for an institution to develop an educational technology culture, administrators need to develop effective professional development that includes training educators on educational technology.
My goal for this research paper is to examine the unmistakable connection between effective professional development and building a suitable educational technology culture within an institution. Effective professional development provides the atmosphere and room for a suitable educational technology culture to be born. I will present you with evidence that an institution can not develop a suitable educational technology culture without providing educators with on-going professional development that facilitates and empowers their teachings and the learning experiences of their students.
Part II: Research
A suitable educational culture can not exist without professional development that implements the use of technology in the classroom. Until recently very little has been said about the role of school administrators in technology integration. Educators have often come under attack for their failure to fully integrate technology into their classroom. Research proves that in order to build a suitable educational technology culture within institutions, administrators need to be involved in the professional development of their staff.
King (2001) found the following:
“In order for technology to have a role in initiating fundamental changes in teaching and learning processes, administrators need to demonstrate commitment to its implementation by allocating financial resources, providing time for learning and appreciation, and facilitating collaborative development” ( p. 11).
This statement clearly states that the acquiring new technology is only the beginning of the integration process. There must be a strong focus on staff development, on helping teachers learn to use technology as a tool for teaching and learning. Technology training should not simply provide hardware or software training, but should help teachers learn how to use technology in the classroom to support students and extend learning opportunities. A technology integrator should be available in each building to train and support teachers as they learn to use technology effectively in the classrooms.
In a study to investigate the impact of state mandated technology integration training on classroom teacher that was published in 2005 by the “Electronic Journal for the Integration of Technology in Education”, Vol. 5. Zhao and Bryant found the following:
“To effectively infuse technology into the curriculum, teachers need to participate in intensive curriculum-based technology training that moves them beyond the attainment of basic computer skills to activities that teach to how seamlessly integrate technology into the curriculum”(p. 1).
Administrators can easily promote technology integration by encouraging teachers' curiosity about what can be done using technology, provide incentives for teachers to attend workshops and conferences, persuade teachers who use technology in the classroom to model that use for others, set up a mentoring system so teachers have someone to go to for help and ideas, and provide time for teachers to experiment with technology. King (2001) found the following:
“Leaders in higher education who can realize who can realize the importance of technology for both administrative and instructional purposes will be able to recognize the need for schools to invest time and money not only in equipment, but also in training”(p.73).
Administrative leaders need to become aware that the success of the professional development of their staff will depend on the level of their involvement in facilitating and planning effective professional development programs Administrators need to be excited about the changes and learning simultaneously with their staff as a means to develop a suitable educational technology culture.
King (2001) found the following:
“Administrators and faculty leaders, who have experience how technology can be used to streamline and augment the traditional and augment the traditional paper-based administrative systems, will have a familiar basis from which to consider the importance of how technology can be used to assist and promote teaching and learning in the classroom” (p.73).
In order for administrators to possess a suitable educational technology culture in their institution they need start leading by example. Administrators should serve as model for their faculty by using technology for administrative functions and by learning and knowing how to use and integrate the same software they expect educators to integrate in the classroom. (Duderstadt, et al. p. 76)
Administrative leaders should utilize the challenges presented by educational technology to stimulate actions that lead to opportunities to enhance their fundamental activities of education. It is of extreme importance that administrative leaders take into account technological development and draw upon the expertise of educators that have prior experience in technology in order to sustain a suitable educational technology culture.




Part III: Conclusion
Learning and teaching options in education have drastically changed thanks to the addition and utilization of technology that education. Educational technology has shifted the traditional educational learning methods that were teacher-centered to a self-directed one. Rapidly changing technology has enabled new types of learning communities that operate freely without the constraint of space and time.
Administrative leaders should utilize the challenges presented by educational technology to stimulate actions that lead to opportunities to enhance their fundamental activities of education. (Duderstadt, et al. p. 11) It is of extreme importance that administrative leaders take into account technological development and draw upon the expertise of educators that have prior experience in technology in order to sustain a suitable educational technology culture.
A suitable educational technology culture can only exist within those institutions that have successfully infused technology in to their learning experience. A suitable educational technology culture must begin with our educational leader and build upon professional development that is driven by technology.







References
Bahaudin G. Mujtaba, Robert C. Preziosi. (2006). Adult Education in Academia: Recruiting and Retaining Extraordinary Facilitators of Learning. Information Age Publishing. Greenwich, Connecticut.
James J. Duderstadt, Daniel Ewell Atkins, Douglas E. Van Houweling. (2002). Higher Education in the Digital Age: technology issues and strategies for American colleges and Universities. Greenwood Publishing Group. Westport, Connecticut.
Kathleen P. King. (2001). Keeping Pace With Technology: Educational Technology that Transforms. Hampton Press Inc. Cresskill, New Jersey.
Yali Zhao, Frances L. Bryant. (2005). Can Teacher Technology Integration Training Alone Lead to High Levels of Technology Integration? A Qualitative Look at Teachers Technology Integration after State Mandatory Technology Training. Electronic Journal for the Integration of Technology in Education, Vol. 5. Georgia State University. Atlanta, Georgia.

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