Creighton Reading Pages 1-41

Chapter 1: Principal Leadership & Successful Technology Implementation

1. I agree with the author that successful technology integration is not the technology itself, but the teaching pedagogy used with the technology. We can have technology in our classroom, however, if we are not using it with our standards, or we are not using it to actually teach concepts, then it is just some piece of equipment taking up space in our classrooms.

The authors theme is an important concept for technology leadership. Some of us have the technology; we just need to learn how to use it. The connection between pedagogy, instructional objectives, learning outcomes and technology need to mesh well in order for educational technology to be effective.

I liked the Lipstick on a Bulldog metaphor used by Kanter in the Preface of the book. We have this technology and we try to make it look amazing in our classroom, however, it is of no effective teaching use if we cannot make the connection of pedagogy and technology.

2. In order to lead a successful technology program, principals and administrators today need to be informed, comfortable, and competent using technology in schools. Our school leaders must be more proactive and strive for e-leadership. Avolio, Kanter and Quinn-Mills coined the term e-leadership to take schools to the ultimate level of technology integration. “The essence of e-leadership is to produce a change in attitude, feelings, thinking, behavior, and performance with individuals.” In order to achieve this, principals may need to change their existing view of leadership and be open to new ideas. Discovering and operating new technology should be combined with the continuation of teaching and student learning. New technology is great, however, principals need to focus on what is needed by their teachers and students to improve and support curriculum.

3. Technology specialist must know what is needed in schools to successfully implement a technology program. Instead of focusing on the latest hardware or software, we need to focus on educational needs. Specialists need to support a school’s instructional goals with technology.

4. Today, we need principals with technology knowledge. Principals need to know state educational standards as well as technology standards.

Chapter 2: Are School and Technology Leaders Doing Enough?

1. A digital divide refers to adequate computer and Internet use by all learners. Research has found that wealthy and poor schools seem to have similar amounts of hardware.

2. The digital divide also extends to how computers are used in predominantly minority schools and wealthy schools. The digital divide goes beyond the actual piece of technology and includes its educational use. On page 12, Creighton mentions that between the years 1994-1999, wealthy schools increased their Internet access 70% while poor schools increased their Internet access only 37%. Studies show that exemplary schools use technology for data collection, research, analysis and Internet use while low-performing schools use computers for drill, word processing and practice.

3. The digital divide also includes gender. Though not intentional, society may steer females away from certain technology options. Schools need to make sure the doors are open to females as they are males. According to Gehring, “schools have not kept pace with the business world in creating an equal opportunity environment.”

There is also a divide between high and low achieving students and technology use. Teachers of low-achieving students usually use computers for skill and practice while teachers of high achieving students use higher-level programs. Low-achieving students also had less access to computers than high-achieving students.

4. I think a perceived divide is more stereotypical. Society’s view of certain groups may inadvertently affect how much they are encouraged to use technology.

5. Documented divides would be the amount of technology in schools, the amount of computer time for high-achieving and low-achieving students, and how poor versus wealthy schools use technology in the classroom.

Perceived divides would be women and technology; due to the fact that we are not aware of their particular interest to obtain a career in technology.

6. To document a digital divide, we could survey society and schools on a specific divide we are investigating.

7. A digital divide that is a concern for me is the use of technology between higher achieving students and lower achieving students. I feel that computers should not be used as a reward but as a way to enhance curriculum content. Teachers need to adjust their perception of technology in the classroom in order to close this gap.

Chapter Three: Why Do Technology Programs Fail?

1. Three reasons why technology programs fail is due to inappropriate leadership, moving to fast, and failing to get the right people to complete the job.

2. I agree with the authors claims of why technology program fail. Appropriate leadership is needed to drive the program. The leader cannot complete this major task alone. Input from administration, teachers and community members is needed for a well rounded program. The technology leader should also be familiar with the needs of the school system as well as instructional goals.

Moving too quickly with new technology can also be discouraging to teachers. Having the latest and greatest technology will not make a productive technology program. Teachers need the adequate training in order to create a technical education environment.

Having the necessary people involved can make or break a technology program. Education Weeks “Technology Counts 2001” found that a lack of administrative support prevents the use of computers and Internet in the classroom.

3. I believe that teachers need to be on board with a technology program for it to be successfully implemented. If the teacher has a poor attitude about the program, then he or she may not be open to the training that is needed for a school system to implement a successful program.

4.I think that moving too quickly with a program without sufficient supportive staff and development is the greatest cause for failure. Second would be appropriate leadership and third would be failing to get the right people on board.

Chapter Four: Strategic Planning for Technology

1.Our school and district have a technology plan. I am planning on getting a hold of it this week!

2. A technology plan is essential for a technology program to be successful. A plan helps schools reflect on where they are, where they want to go, how to get there and then know when they have achieved their goal.

3. Lemke’s quote rings true for schools that are focusing too much on technology. For a technology plan to be successful, it has to have the schools interest and instructional objects to drive it.

4. Some failures of technology plans include failing to tie technology to the school mission, failing to get the right people involved, focusing too much on technology and lack of leadership.

5. To avoid pitfalls, take the SWOT analysis. The SWOT analysis identifies strengths, weaknesses, threats and opportunities for the proposed program. All areas need to be included in planning a program in order for it to be successful.