nology tools, rather than insisting on a “one- to-one” approach, can be productive. One of my respondents described a fascinating “buckets” approach. Let’s say, for example, you have an iPad cart with 30 iPads (lucky you!), but none of your classes have more than 23 students. Put several of the “extra” iPads in one of the handheld shopping buckets found in every grocery store, and let teachers check out the bucket for use in group work or learning centers. One respon- dent recommended that teachers “plan units of study that, over time, require research, investigations, and integration of technol- ogy skills for sharing information,” allowing “students to utilize the technology without requiring all to be using it at one time.” Another respondent suggested setting up
a “fully equipped technology room.” This is not a computer “lab” but a room designed for technology integration. It might be the sort of room you wish you could provide every teacher! Instead of spreading scarce technology thinly about the school, pool some of it in one place. Then set up a rotation or swapping scheme so two or more teachers can use the room for powerful learning ex- periences.
6.
Learn it. Professional develop- ment and teacher training were mentioned by 55 of my respon-
dents. No surprise there. Conventional wis- dom holds that professional development is prerequisite to the effective adoption of any new teaching tool or practice, technological or otherwise. And they offered some simple approaches that won’t break the bank.
“Commit to the tools you have by really
understanding their potential, listening to those who are employing them, and having the successes shared,” said one. “With the constant time crunch people feel they are under, it can be helpful to slow things down, stop purchasing new things for a set amount of time, and commit the organization to fully using the equipment and experts al- ready in the room.” Another advocated for including technol-
ogy in the activities of your ongoing profes- sional learning community. “Have teachers in PLC groups spend time posting the re- sources, activities, lessons, units, curricu-
10 Leadership
lum maps in a shared online forum, either using an existing district Web communica- tions service like School Loop or in a Google shared documents area.” Many respondents encouraged mak-
ing inroads through a series of small steps. Spend a few minutes at every staff meeting
As school leaders, we need to be using technology, too. We need to be mining the full potential of the software we have on hand. We need to be educating our- selves about what instructional approaches take best advantage of the technology we have. And good for you! By simply reading this article, you’re on your way.
exploring just one new feature of a software program everyone has access to. Challenge each of your more tech-savvy teachers to prepare a Pecha Kucha talk (20 slides x 20 seconds per slide) on the technology they like and how they use it with their students. Develop a “buddy” system by pairing more experienced technology users with neo- phytes. To paraphrase the Nike ads, “Just learn it!”
7.
Shift your paradigm. A number of respondents commented that truly to get the most educational value
from technology – rather than adapting it to traditional methods – we need to change our whole approach to schooling. “The tools are only educationally transformative if we are willing to alter our methods,” commented one respondent. “Using computers in English classes to replace paper and pencil for essay writing is a step forward, but an extremely limited application of a much more power- ful and connected creative tool.”
Better approaches include doing “authen-
tic” projects that “use computers as an infor- mation resource, organizing tool, for media
creation and as a presentation platform,” or taking advantage of technology to customize instruction to each individual student’s cur- rent skill level and interests, as is being done in New York City’s School of One program. A plan for using their technology in a new
distance learning program was shared by another administrator. “We will be getting more value out of the technology we already have in our school district by creating on- line units and courses in Moodle for math, English, science and social science. These distance learning courses will utilize a flex format available from home or school. … Existing computers in our computer labs and classrooms will be used to provide access at school; students who participate from home will provide their own home computer.”
8.
Set the stage. An “arranged envi- ronment” is not only of value in early childhood education. Princi-
pals and supervisors can create a climate that is conducive to technology utilization. First, set expectations. Some respondents even suggested incorporating specific technology objectives in the annual performance evalu- ation process. Second, follow up. As leaders, hold staff accountable for using technology effectively with students. Third, notice, rec- ognize, and reinforce teachers’ efforts, even – perhaps especially – the ones that don’t go so well! A little positive reinforcement goes a long way.
One administrator described what’s
needed this way: “Ideally, an evaluation component would have been included at the time of your initial implementation, but often that is not part of the plan! Creating a culture where it is OK to say a technology implementation did not work as planned, and to have the support of administrators to develop new approaches is essential. … Once there is a shared education vision, then utilizing the tools should be in support of those goals, rather than simply a push to use the devices.” And don’t forget your role as symbolic
leader and the importance of “walking the talk.” As school leaders, we need to be using technology, too. We need to be mining the full potential of the software we have on hand. We need to be educating ourselves
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