EDUC 5373: Technology Integration through Leadership

        

                                                    Image created by Gemini
        

This week, I had the opportunity to read several interviews completed by Stachowiak and McClay (2024) in their book, “Igniting Your Leadership with Technology.” All of the interviews were very interesting, but three really stuck out to me. These interviews were chapter 3 with Dr. John Albert, chapter 5 with Dr. Julie Evans, and chapter 7 with Dr. Erin English. All three had some commonalities, which I have outlined below. 

 

Across all three interviews, the leaders emphasized: 

• Equity and Access: They all recognized the digital divide and discussed the priority of access to all students. 
• Vision: They all pointed out the need for a clear vision or strategy. 
• Teacher Development: They all discussed the need for ongoing professional development that was also differentiated so teachers could have support in integrating the technology effectively. 
• Data-Driven Decisions: They highlight the use of data to make decisions and measure the impact of technology implementation. 

Since these were interviews, I will also break down this blog in a question-and-answer format.  

 

What do you notice about the experiences and path(s) taken by the interviewee(s) that result in their elevation to decision-making roles and educational technology experts? 

   

        Each interviewee had their own unique journey, and their experiences helped place them in decision-making roles and, as well as become educational technology experts. Dr. Albert started by wanting to improve literacy in a high-needs school, while Dr. Evans and Dr. English both wanted equity for all. All three of them had practical experience and were prepared to face the challenges of getting to technology integration opportunities. 

 

What connections if any are made by the interviewee to the ISTE Standards or Essential Conditions to support technology use and decision-making? 

        There were connections to ISTE Standards and Essential Conditions. All three leaders had a strong alignment with ISTE Standards for Leaders and Educators. They were all exceptionally connected to the areas of equity, vision, and professional learning. They also placed an emphasis on making sure there was access to technology for all, professional development for teachers (and development for families as well in Dr. English’s case), and the use of data-driven decision-making aligns with the Essential Conditions.  

 

What is the role of professional development within the initiatives or strategies implemented? 

        Professional Development was a strong component in all three of these interviews. Dr. Albert discussed strategy-driven PD and the use of coaching cycles. Dr. Evans said the professional development needed to be aligned with teacher readiness. Dr. English had trainings for both teachers and parents. 

 

What real-world challenges do they share as they describe the work they are engaged in (or have completed), and how do they address these challenges? 

        There were several challenges that faced the interviewees as they worked toward technology integration. The digital divide (both access and literacy), teacher resistance, lack of resources, and finding ways to demonstrate measurable outcomes were all part of these challenges. However, they found ways to combat them. They had solutions such as phased implementation, pilot programs, professional development based on meeting teachers where they were, using data to measure outcomes, and making sure the community was engaged. They addressed these challenges with those solutions and made sure to create authentic learning experiences, along with self-directed learning. 

 

What critique might you offer?  Do you see any concerns? Are you inspired?   

        I was inspired by these leaders as I read their interviews. They all had the ability to lead change and create equitable learning opportunities, and I envy their strength and perseverance. They all had a commitment to see all students succeed. I also really appreciated their emphasis on data-driven decision-making because I find that is left out all too often when making decisions for technology within school districts. Their work aligns with the research provided in EDUC 5373 this week, highlighting the importance of using technology to enhance student engagement and have authentic learning opportunities. I didn’t feel the need to critique anything, as each person has their own unique experiences that were involved. My only concern for my district would be the cost of implementing any of these technology innovations, particularly Dr. English’s plan because she had an Apple-funded project. 

 

My perspective informed by research from this week: 

        While reading the interviews and research, I found that they connected in a few ways. The leaders placed an emphasis on student engagement and self-directed learning (Bartholomew et al., 2017, Rashid & Asghar, 2016). They also focused on authentic learning experiences and problem-based learning, which aligns with the work of Rule (2006) and Savery (2006). Below are some specific connections: 

• Self-Directed Learning and Engagement: Dr. Albert emphasizes student-directed learning, which aligns with Rashid and Asghar's (2016) findings that self-directed learning, facilitated by technology, increases motivation and engagement. "Self-directed learning is a process in which individuals take the initiative to diagnose their own learning needs, identify resources for learning, and then evaluate their own learning" (Rashid & Asghar, 2016). 

• Authentic Learning and Problem-Based Learning: Dr. Evans's focus on authentic intellectual work connects with Rule's (2006) components of authentic learning, which include real-world problems and inquiry-based activities. "Authentic learning involves students engaging in real-world problems and inquiry-based activities" (Rule, 2006). Additionally, the focus on problem-solving by both Dr. Evans and Dr. English is highly connected to Savery (2006) and Problem-based learning. "PBL environments stimulate students to take responsibility for their own learning because they are presented with real-world problems that do not have simple answers" (Savery, 2006). 

• Mobile Device Integration: Dr. English's advocacy for technology access is supported by Bartholomew et al. (2017), who found that mobile device access correlates with higher student scores on design portfolios. "Granting access to mobile devices in middle school TEE classrooms during a STEM activity appears to have the potential to transform and improve student educational experiences" (Bartholomew et al., 2017). 

• Collaboration and Discussion: Evans's focus on collaboration is backed by Rule (2006) which highlights the importance of discussion and social learning. 

• Technology and Academic Performance: Dr. Albert's successful integration of technology to improve literacy is in line with Rashid and Asghar's (2016) research, which demonstrates the positive impact of technology use on academic performance. 

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Dr. Albert, Dr. Evans, and Dr. English provide a picture of effective technology integration into education. Their focus on equity, vision, professional development, and data-driven decisions, tied to their approaches to overcoming real-world challenges, show how important it is to have thoughtful and strategic implementation. Additionally, their experiences, with support of research, reinforce the possibility of technology transforming education when it is used to enhance student engagement, promote authentic learning, and create equity for students.  

References:

Bartholomew, S.R., Reeve, E., Veon, R., Goodridge, W., Lee, V., and Nadelson, L. (2017).

        Relationships between access to mobile devices, student self-directed learning,

        student engagement, and academic performance.  Journal of Technology

        Education 29(1), 2-24.

Rashid, T., & Asghar, H. M. (2016). Technology use, self-directed learning, student

        engagement, and academic performance: Examining the interrelations. Computers

        in Human Behavior, 63, 604-612. 

Rule, A.C. (2006). Editorial: the components of authentic learning. Journal of Authentic

        Learning, 3(1), 1-10.

Savery, J.R. (2006). Overview of problem-based learning: Definition and distinctions.

        The Interdisciplinary Journal of Problem-based Learning. 1(1), 9-20.

Stachowiak, B., & McClay, J. (2019). Igniting Your Leadership with

        Technology. Amazon Digital Services LLC - KDP Print US.