Module One

MODULE ONE

Teacher Leadership

      Teacher leadership is both "superior" and "referent" power, as defined by French and Raven (1960).  It happens when teachers use the skills and abilities they have, and those leadership qualities they have developed in life and in their job through the years, to mentor, help and guide the teachers around them. Teachers are part of a team, and each team member has strengths that should be utilized for the greater good of the students, the community and the school.

      At the school I currently work at, there are several examples of teacher leadership.  There are a variety of extra-curricular positions that are filled by teachers, such as webmaster, network administrator, new teacher mentor, and team leaders who serve as administration-teacher liaisons. There are also unpaid positions, such as faculty senate officers and committee chairpersons, where teachers can utilize their strengths for the benefit of the staff.

      Because of the nature of the world of technology and how quickly it changes, leadership for meaningful technology integration is a unique style of leadership. This kind of leader will need to model flexibility and inspire self-motivation, allow creativity and spontaneity, and recognize opportunities for growth and change when they present themselves.  

      The benefits of teacher leadership for technology are that technology leaders get to do something they love, they get to be the first to learn of new technology tools in their school district, and they can become a positive instrument for change in their school. If they do their job well, students will be better prepared for their future, teachers will be more excited about their job and their curriculum, and school districts will see the importance of the technology leaders in their schools, and support their efforts. 

   A challenge for technology leaders is that they will often have an uncooperative audience. Some of the integration strategies they will teach will require a change in strategy by the teachers, many of whom are set in their ways and want to be left alone to teach the way they always have.  Also, if the tools are not taught correctly, used correctly, or supported consistently, the teachers could become frustrated, the students could take advantage of their technology access and make poor choices, and the school and district could end up wasting a lot of time and money.

Chapter 1

"The Evolving Educational Landscape"

        One of the characteristics I notice in today’s learners is that they “prefer to network simultaneously with others,” (Jukes, McCain, and Crockett, 2010) whereas teachers typically want them to work independently before they network.  I’ve noticed this recently in my own classroom, and I changed one of my lessons after I read this chapter.  I decided to let my students work together on a project right from the start.  They planned, talked, argued, worked out the details, figured out their roles, and collaborated online the whole time.  As I walked around them room, they were having fun and were on task.  I think I may have avoided the disconnect that can come from having them do research and gather information independently before coming together in their project groups.  When they have to do independent work first, they don’t seem to see the purpose for the project in the way they do when they’re networking. They aren’t as driven because they aren’t affecting anyone but themselves.  No one is there to push them except me.  They understand more of the big picture when they begin working together.

       I also notice in today’s learners that they “prefer learning that is relevant, active, instantly useful, and fun,” (Jukes, McCain, and Crockett, 2010).  According to the authors, the disconnect happens when teachers prefer teaching memorization of content.  But what exactly is relevant or useful to a student?  Especially a student in middle school, or the first couple of years of high school?  There is a place for the active and fun classroom environment, but I believe there is also a place for memorization, practice, and imparting information that students may not see as relevant and useful to them today, but which will be to them in the future.  That’s the expertise we have to bring into the classroom, deciding when the instantly useful and fun activities are appropriate, and when they will not accomplish the goal of teaching them what they need to know.

Chapter 2

"Why Schools Must Change"

       The most important guideline identified by the NASSP, I believe, is “The principal must provide appropriate professional development time and resources to support effective classroom implementation of technology.”  There is still quite a bit of technology in classrooms that was introduced several years ago that isn’t being used because teachers were not adequately trained on it.  There are teachers in classrooms today that still don’t know how to, or don’t want to use a presentation station.  Usually it’s because they were never familiar enough with the technology to know how to troubleshoot problems, so they are intimidated by it and quit using it.  The same is true for interactive whiteboards.  Often teachers are quickly trained to use new technology, tools, and apps, but then have little or no support afterward.  It’s one thing to learn how to use something in a controlled environment filled with adults, and quite another to try to use it in the midst of a classroom of young children or teenagers.

        The other guideline I feel is of greatest importance is “The principals must be consistent in their decisions and expectations about integrating learning technology in the school.”  With out the consistent support and attention of the administration, excellent technology tools can be left unused or underused.  Secondary to adequate training and support, there should be the expectation of consistent use across grade and subject levels.  The only person in the school who can encourage and ensure consistent use is the principal, who should also be willing to address problems and obstacles and have a plan in place to remedy those situations.