1. Chapter 3 Administration of Technology: Teaching, Learning, and Resource Management

2. Chapter Outline What Kind of Educational Technology Leader Are You? Salient Factors to Consider in Managing Educational Technology Curricular Outcomes and Needs Administrative Outcomes and Needs Evaluating Your Educational Technology Decisions

3. Chapter Questions What are the aspects leaders should be focused on for optimizing high quality student outcomes, or the skills and knowledge acquired by learners? What key aspects of development and training are major parts of any technology plan? How can adult personnel be made a part of their learning processes including utilization of previous experiences, prior knowledge, and individual learning styles and choices?

4. Chapter Questions, con’t What aspects of leadership will need to be problem centered and utilize all available tools and strategies? How can leaders utilize teamwork, mentoring, and support networks in professional development and training? What are the integral aspects required for the assessment and evaluation components of your technology plan?

5. What Kind of Educational Technology Leader Are You? In the complex educational settings of today, you will need to emerge as a leader who is comfortable promoting and working with teams, who is serious about group problem solving, and who finds ways to support innovation within constantly changing landscapes.

6. What Kind of Educational Technology Leader Are You? With respect to all decisions you make, you must always ask: Who benefits? Who is hurt? What are the long-term effects of my decision today?

7. Curricular Outcomes and Needs Teacher Perspective It is teaching using technology, not technology used in teaching.

8. Curricular Outcomes and Needs: Student Perspective Are students able to complete the three basic components that are essential for school and career/life success: research, production, and presentation? Research. They can Google, go to Wikipedia, and cut and paste information. But can they verify their information, correctly cite their sources, and coherently define a problem to study? Learners for tomorrow still need to go beyond only information gathering to learning higher-order thinking and reflective problem solving. Produce. They can send a picture of an embarrassing moment to all their friends and family or post a picture on Facebook. But can they put together a PowerPoint presentation highlighting key facts regarding global warming? Present. They can blog (factually or not) and tweet (“OMG, I’m eating a pop tart!”), but can they use information to piece together a coherent report on a relevant topic? Cilesiz (2009)

9. Administrative Outcomes and Needs The key concepts that influence decisions in this area include standardization versus heterogeneity, autonomy versus state/centralized mandate, funding formula versus straight allocation, “one model fits all” versus tiered structure, and performance goals versus academic freedom to explore alternative concepts.

10. Administrative Functions To Be Successfully Managed. 1. Financial management (general ledger, expenditures, revenues, accounts payable, accounts receivable, fixed asset accounting, material supplies inventory, etc.) 2. Procurement (what to buy and for what purpose, obsolescence, software site licenses, etc.) 3. Personnel/human resources (personnel data, payroll, position control, hours, salary administration, timekeeping, hiring and applicant tracking, communication, student activities, etc.) 4. Grant writing and contract management services 5. School management (bell systems, scheduling, average daily attendance, digital signage, etc.)

11. Administrative Functions con’t 6. Security and safety (cyber misconduct, cyber harassment, issues of free speech/expression vs. libel defamation, slander, censorship) 7. Emergency procedures (evacuation, video/audio/broadcasts, etc.) 8. Compliance issues (handicapping conditions, etc.) 9. Data management (test reporting, tracking students individually and across schools, individual education program uses, assessment and diagnosis, etc.) 10. Risk management (field trip procedures, data theft issues, etc.) 11. Emerging technologies

12. Evaluating Your Educational Technology Decisions When doing technology planning and/or implementation, be clear about what data are to be collected to evaluate the effectiveness of your efforts. Such data need to be complete and comprehensive. Be sure the data collected are inexplicably linked to the mission and priorities. As well, the data collected should be based on operational definitions with fairly observable characteristics to ensure reliability (consistency across time and place) and validity (degree to which you are sure you are measuring what you intended to measure).

13. Key Principles for Leaders to Know 1. Your major focus should be on student outcomes, the skills and knowledge acquired by learners. 2. Use appropriate data to develop and adjust program planning and implementation. 3. Be aware of your teacher and staff interests and the factors serving to motivate them. 4. Ensure that appropriate development and training are a major part of any technology plan. 5. Adult personnel must be a part of their learning process including utilization of previous experiences, prior knowledge, and individual learning styles and choices.

14. Key Principles for Leaders to Know, con’t 6. Administration will need to be problem centered and utilize all available tools and strategies. As well, to the maximum extent, include as many individuals in program development as possible. 7. Teamwork, mentoring, and support networks are key to professional development and training. 8. It is essential that technology planning and implementation be based on the student and employee needs and not solely on your desires, preferences, and/or biases. 9. You need to be maximally aware of the social, legal, and ethical implications of decisions you make. 10. Assessment and evaluation must be an integral component of your technology plan.