Vision Leadership Position Paper
EDG 939 School Leadership in Technology - Summer 2009
Cindy Hammons

 

 

Technology - a fundamental component of education in the ever-changing world of pedagogy. To some it creates a fear and anxiety with even the contemplation of the word and what it means. To others it creates a sense of exhilaration and sparks creative juices to flow. Technology has indeed become a "must" for schools seeking to be places of excellence for their students’ learning experiences. No longer are computers being thought of in terms of stand alone machines used to entertain students as a reward for paper and pencil work done well. The days of the old Commadore 64s are long past as the gist of technology has evolved to include much more than a desktop computer. Many educators are now faced with the new and not-so-new technological advances such as digital cameras, cell phones, mp3 players, podcasts, social networking groups, image projectors, webinars, webquests, online educational sites, textbooks online, email, online schools, and more and their use in the overall educational process of all children. In order to gain a grasp on the infusion of technological tools just waiting for one’s use in educational settings on campus and off campus, an assessment of existing uses of technology, a vision that reflects the value of technology infused learning, and a plan for the near future and not-so-near future is important lest we find ourselves being swallowed up in the rip tide of this vast ocean called Technology.

In order to stay at a least afloat in this ocean called Technology there must be a well understood definition of “vision” in order to create a statement of vision for an organization. It is imperative that those in administrative roles (school principals and technology coordinators) lead in its creation while taking stock of the following: (1)knowing who you are as an organization, (2) where you're going, and finally (3) what will guide your journey. [1] Having a grasp of these three building blocks build a foundation on which the vision will be built as well as the goals and strategies that will be devised to support and carry it out. This strong foundation keeps all stakeholders in the same boat as they work toward the common good for the organization.   Members of the organization will be on a cruise ship       having fun and working together for common outcomes on a journey across the ocean called Technology with a strong purpose, relevant meaning, and positive outcomes for those on board, rather than being on individual life rafts trying to stay afloat, each man (and woman) for himself.

The tools of technology need to be infused into the learning and teaching processes to the point that one cannot be done without the other. Schools are organizations that are in the business of preparing students to be able to function excellently in a society in which all aspects of life are touched by the use of technology. Our teaching and learning takes on a different look as teachers seek ways to so infuse technology into their lessons that students and teachers become partners in the learning process rather than having the teacher dictating to the student what and how something should be learned. Thus, our journey becomes one of answering the question, “How does that infusion take place; what does technology infused learning look like?” It is up to the leadership of the school to not only answer this question with help of their stakeholders, but to also present it, live it, and continually evaluate it in light of the vision statement.

Every plan that deals with technology in education must be reflective of the vision on which it is based. As stated in the book Full Steam Ahead! (Blanchard and Stoner, p.1) “Learn from the past, plan for the future, and live in the present.” Members of an organization must do more than adopt a vision statement. The vision becomes the reason why things are done and why they are done in a certain way. The plan needs to be a working document, not only for the administrators, but for all stakeholders in the education of the children enrolled in the school.

As in vision creating, school administrators and technology coordinators need to step up and take on a leadership role in the creation of a technology plan. Teachers as Technology Leaders addresses this: “The technology facilitators' and leaders' roles are to make those in the school aware of these new tools and then facilitate their integration into the curriculum. Hiring the right experts to assist and support teachers in integrating technology into their daily lesson plans is a crucial step in the right direction.” [2] Creating a plan of implementation is critical as parents, students, teachers, community, and in the case of parochial school, parishioners become involved in carrying out the vision. One must take a critical look at who we are and how we are currently doing things. We ask ourselves, “Is this reflective of the vision statement that we hold?” If one cannot answer affirmatively, then a critical look at change needs to take place in order to carry out the goals and strategies based on the vision. Or the vision itself, if not true for the organization, may need to be changed. If one can answer affirmatively, then it behooves those in positions of leadership to still take a critical look at what works and what doesn't as well as they put plans in motion to move towards greater excellence of providing a 21st Century learning environment and persevere in bringing others on board to ensure that goals are accomplished. Those in positions of responsibility must themselves be able to visualize, verbalize, and live the vision. They must bring people on board who are good planners, who are passionate about the vision, and see it's purpose. For without those in authority leading the charge towards an excellent learning environment for all students, we do disservice to our students who look to those in positions of power to offer them the best preparation they can receive as they look toward functioning in the world that awaits them.

            Administrators and technology coordinators are those who keep in mind that once the vision is set, the planning and evaluating continues to be an ongoing process. It is futile to continue in the way things have been done if current practices are not working. An environment of continuous reflective thinking will encourage teachers, students, parents, and others to feel comfortable in giving positive feedback and constructive criticism in regards to evaluating whether or not a particular component of the plan is beneficial to the students. No longer are schools simply an institution that provides rote facts with practices and tests to ensure that students remember them. They are places where creative thinking, collaboration, and problem solving takes place. Students' successes or failures will be a result of how well plans have been set to achieve the goal of helping students learn how to learn. They become a living example of our success or failure at creating the vision, sharing that vision, and making plans for goals and strategies to make that vision an infusion of who and what we are all about.

            Grace Lutheran School in Sandy, Utah is going through a rebirth in the area of the use of technology. The desire is strong on the part of the school board, principal, students, families, and some teachers.  Included in my call a year ago was the desire to “do more with technology”.  A year has been spent in defining this position's responsibilities and the authority that goes with it.

            A vision needs to be developed with the help of the administration, teachers, students, parents, and parishioners. This vision then needs to be lived by these key people. Based on the adoption of the vision statement, an evaluation of the current situation needs to take place, and then a future needs to be planned, incorporating times of reflection and evaluation. This plan must not only include plans for digital tools, but other key components which reflect ISTE (International Society for Technology in Education) standards that can be found online at http://www.iste.org. In doing this, Grace can become a place of excellence as we prepare students for the known and unknown future, not in a 30 – 45 minute computer class period, but infused throughout the school day and continuing as the students leave campus. Their school world and their “real” world will become seamless as they use their knowledge and the tools available to them in ways that will promote inquiry and productiveness. Educator and student will be both teacher and learner. They will work together to be prepared for the future that awaits them.

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