To me teacher leadership means several different things. It means taking charge and leading the way when others shy away. It means helping and volunteering even when you are not asked. It means going further, digging deeper, and being willing to try new things or ideas. But most of all, it means leading by example and having the mindset and ability to get others to do and feel the same. I have had the privilege to work with several great leaders. During my student teaching I worked with one teacher in particular. It seemed when ever there was a problem throughout the building the staff would turn to her. Not because she knew everything, but because she was willing to give it a try and if she did not have an immediate answer then she would do her best to find the answer, just to help them out. Now that I am teaching the third grade, I get to work with several teachers that I would consider leaders. Two of which I seem to bug on a daily basis for help and even though they are on a different floor and teach a different grade they still go above and beyond to try and help me in any way that they can.
         In my opinion leadership for technology integration is similar to all other forms of leadership. This is because to be a leader in any aspect you have to aspire to certain things. Even though technology is always changing and evolving (which causes people to have to change with it), I feel that everything changes and in order to be a good leader you have to be willing to make and learn about those changes. Being a leader in technology integration can only benefit everyone involved. The fact of the mater is, our future is technology. The more we teach our students about it and allow them to explore it, the more successful they will be in their adult lives.

       Chapter 1: The Evolving Educational Landscape
      "Digital learners prefer random access to hyper-linked multimedia information, but many educators prefer to provide information linearly, logically, and sequentially." I completely agree with this. I love giving my students a broad topic such as "elephants" and allow them to research the topic on their own in the computer lab. They love being able to access different sites and finding information that they find interesting. I have found that they learn more from being able to search for ideas that they find relevant then giving them an outline or a set of questions that they have to find the answers to. I noticed that when I would ask students to find specific answers they would skim the page and locate just that information and find nothing of interest. By allowing them full access to the topic they are free to discover on their own.
         "Digital learners prefer to access information quickly from multiple-media sources, but many educators prefer slow and controlled release of information from limited sources." I completely agree with this as well. I have four kids at home and all of them have multiple media sources that they have instant access with. They have smart phones, IPAD's, XBOX live, IPOD's, lap tops and even a kindle. Many of these items they share, but the point is, that they are constantly using some sort of multiple-media source. The funny thing is, is that they are frequently teaching both my husband and myself new things on these devices. In fact when we have a question, we can normally ask one of them and most of the time they can help. When working on my own assignments at home and at work I frequently use digital sources to help locate unknown information. I can not even tell you the last time I opened a dictionary. Anytime I need a dictionary now I use an online version. I would love for my students to have as much access to these technologies as I do, but that is just not possible at this point. In fact the only working computer in my class is my work laptop. Which I let my class use as frequently as possible, but it is not the same as it is when I can take them to the computer lab during our weekly appointed time.

       Chapter 2: "Why Schools Must Change"
       "The principal must provide appropriate professional development time and resources to support effective classroom implementation of technology." This is of up most importance to me because many of the technologies used in the classroom are completely new to me. For example, until I started this job I had never used an IWB or even an ELMO. I did not receive time to learn to use this equipment my first year of teaching, therefore I shied away from them for a while until another friendly teacher instructed me on how to use them. Next year I am moving into a first grade classroom in which a Smart Board and other technologies have been included. I requested from the principal that I be trained at the end of this year and have the summer to become familiar with it. This is so that I am prepared to use the equipment to the fullest extent. Principals and other administration need to understand that we as educators do not have access to the same technologies at home as we do in the classroom. We need time to learn how to use them ourselves before we can allow our students to learn with them.
          "Principal's must ensure that families and the public are kept informed about the school's goals and progress relating to its use of technology as a learning resource." This to me is very important, because I feel that we do so many great things within the walls of our schools and the parents and public need to be aware of them. Too often the public focuses on the negatives that might occur at school. To have positive information coming home and circulating is key to any successful school. Also, I feel that if the school is showing or demonstrating how important technology is within the school then this may help to encourage more technology use at home.