Building a Sustainable Educational Technology Program in Your School or Organization
Felix Cruz
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.
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.
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.
ISTE (International Society for Technology in Education Standards).Technology Leadership Standards. Available: http://www.iste.org/Content/NavigationMenu/NETS/ForTechnologyFacilitatorsandLeaders/Technology_Leadership_Standards.htm
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