The Principals as Technology Leader
This book investigates the intricacies and rapidity of change and implementation of technology in schools. It glances at contemporary research while providing procedures and guidelines to progress and planning, and includes sample technology plans. Moreover, the book underscores instructional leadership and prospectus, the digital divide between needs and availability, needs assessment, strategic planning, staff technophobia, TSSA (Technology Standards for School Administrators) standards, constructivism and betrothed learning, and community support. It presses on the argument for staff development and technology implementation that will enhance student achievement, rather than relying on outdated methods of drill and practice. The book contains 10 chapters in which each specifically underlines the relevance of technology, its implementation process and its role in the student learning and in educational system in general.
Since the book catered for principals or school administrators, the techniques for enforcement of training and knowledge base should be observed in response to the rapid changes both in education and technology.
The book explicitly calls to answer prevalent questions. First, to correct the deficiencies related to technology occurred within education system and leadership of administrators. Second, the ability of educational leaders to integrate and use technology programs in the entire curriculum without any grave effects or resistance from the lower ranks. Third, the book seeks to provide a light to principals and administrators concerning the concept of supporting technology. Fourth, the author layouts effective strategic designs that can be used by principals or administrators to test instructors’ and students’ participation and reaction toward technology fluency and knowledge in navigating the complex portal of internet web.
The author’s intention is to provide a very detailed and comprehensive explanation and specific plan designed to help school principals and other educational leaders become managers and facilitators of successful and appropriate use of technology in our schools. This approach focuses on applicable and relevant professional development programs for teachers that in turn will affect student achievement.
The author discusses the traditional issues on strategic planning and designing effective development programs. It talks about how principals and administrators can manage, lead, and sustain effective technology implementation. The dealing with teachers and other resistant elements in the implementation of technology programs are factors in which played a detriment to the process of technological implementation. Furthermore, the technique and strategy on how principals react and deal with resisters and reactionary individuals is imperative to consider.
To carry off improvement in technology implementation, principals and administrators must be willing to modify existing leadership practices evidenced in most schools and cooperation in transforming the traditional leadership skills, knowledge, and temperaments. Today’s rapidly changing environment requires the principal as technology leader to become involved in discerning, assessing, establishing, and managing new technologies of all kinds, while keeping teachings and students learning as the guide and driving force behind it all.
Much of the author’s doctrines and teachings in the book explore more on the side of technology trying to fit in with the educational environment. The leading proposition which the author would like to tell its audience in the academe is the vital role of technology in the learning process of students and how they can gain much knowledge and competencies through exploiting technologies. However, the author with his much emphasis on the leadership traits of principals in dealing with technological implementation forgot to realize that technology is not the “all” of progress and development, rather, should recognize the powerful role of educators in inculcating raw knowledge to students. Technology can only be a means and not an end. In my point of view, principals, though, are technology leaders, should always remember that in order effectively discharge the implementation of technology, collective effort and support from the powerful group under their ranks are important, principals are designers but instructors and students are implementers.
Hence, the author provides a good framework for principals and educators in dealing with technology and its implementation in the educational system. Moreover, in-depth analysis of the educational system and operations provide principals a ground to examine, understand and eventually make it as an avenue to implement the technology.
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