"The role of the principal is (if not the most) paramount in modeling, promoting, and encouraging effective use of technology in the school environment."
Excerpt of my question to Ms. Paula Benett - Senior Manager of ITS for York Region District School Board
Leadership and Technology - Winter 2011
Leadership and Technology
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AS A LEADER - Over the past seven years I have been teaching, I have always construed ideas I feel would be great if implemented in the classroom, or across the entire school. The opportunity for such leadership excites me, and it is something I hope I could do in my life, at some point.
In the Masters of Education program, I was afforded the opportunity to see what a leadership experience may look like, if I were to ever take it on, in Leadership and Technology (EDUC 5205). I am fascinated with instilling a one-to-one laptop program in schools. I always felt that the learning students could engage in with such a program would be immense, and inline with my other two focuses. The ability to engage students in learning experiences when they have their own laptop, in my opinion, would be far more resembling of 21st century realities than that of paper/pencil and textbooks.
The areas I concentrated on as a leader were the benefits (and possible challenges and drawbacks) such a program would have on:
Throughout the research I did in this course, Dynamics of Change (EDUC 5203), and Teaching in an Adult Learning Environment (EDUC 5404) it was true and clear the importance leadership plays in the implementation, acceptance, adoption, and sustainability of all technological reforms in education. Leadership is necessary at the administrative level, in the financial management of the program, the demonstration and implementation of high-yield instructional practices, and in implementing a vision and end-point for the initiative so all stakeholders know what they are striving towards (Holcomb, 2008; Johnson, 2008; Warschauer, 2006/2006; Zhao, et. al., 2002).
In the Masters of Education program, I was afforded the opportunity to see what a leadership experience may look like, if I were to ever take it on, in Leadership and Technology (EDUC 5205). I am fascinated with instilling a one-to-one laptop program in schools. I always felt that the learning students could engage in with such a program would be immense, and inline with my other two focuses. The ability to engage students in learning experiences when they have their own laptop, in my opinion, would be far more resembling of 21st century realities than that of paper/pencil and textbooks.
The areas I concentrated on as a leader were the benefits (and possible challenges and drawbacks) such a program would have on:
- Student Achievement Levels
- Student Engagement
- Access (To Funding, Professional Development, Research and Informed Decision Making in the Program's Implementation)
- Global Collaboration (Between Students and Professionals Around the World)
Throughout the research I did in this course, Dynamics of Change (EDUC 5203), and Teaching in an Adult Learning Environment (EDUC 5404) it was true and clear the importance leadership plays in the implementation, acceptance, adoption, and sustainability of all technological reforms in education. Leadership is necessary at the administrative level, in the financial management of the program, the demonstration and implementation of high-yield instructional practices, and in implementing a vision and end-point for the initiative so all stakeholders know what they are striving towards (Holcomb, 2008; Johnson, 2008; Warschauer, 2006/2006; Zhao, et. al., 2002).
This project also provided me the opportunity to interview a leader in technology in the York Region District School Board, Ms. Paula Benett. In the interview, she updated me on how important leadership is in implementing education reform through technology and establishing its infrastructure. However, she shared a viewpoint that really inspired me, and that was that the true goal of a leader in technology is global collaboration, and bringing learners of all walks of life together.
With the completion of this Masters, I hope to be afforded more leadership opportunities either at the school level as a teacher-leader, or to perhaps move into positions of leadership at the school-board or ministry levels.
With the completion of this Masters, I hope to be afforded more leadership opportunities either at the school level as a teacher-leader, or to perhaps move into positions of leadership at the school-board or ministry levels.