Introduction
Technology Administration is an important aspect of any organization today. Over the past decade, institutions are increasingly focusing much attention on technology administration and delegating these responsibilities to professionals such as technology coordinators and administrators. Traditionally, these roles were handled by teachers who had little or no knowledge in technology administration (Hubbel, 2012). Information technology is becoming a key component in nearly all learning processes today and as such, more intricate IT processes are developed to aid the leading learning process. These processes require a dedicated team of professionals to help in the planning, implementation and adoption of these emerging technologies.
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Technology in schools include use of computers, telephone services, networking devices, workstations, laptops, software among others. Planning of technology administration in schools should be inclusive, comprehensive and iterative. It should embrace all stakeholders and administrative units. Schools districts need to align technological initiatives. School heads and superintendents need to acknowledge the need for alignment as technology is implemented across schools.
- Strategic technology plan for the school district
The school district technology administrator together with the technology committee formulates this strategic technology plan, with an aim of supporting the district’s technology vision.
Mission statement
The school district is committed to fostering individual growth, intellectual exploration as well as the social responsibilities of the students in their pursuit of honor and excellence. The district will work together with all stakeholders including parents, students, guardians, teachers and members of the community to establish a strong lifelong learning by nurturing and guiding all learners towards maximum academic, technological, emotional and social potential.
Vision
The district intends to offer a challenging curriculum enhanced by technology offered to all students that emphasizes skills and knowledge that would enhance success in each grade level.
Rationale
Integration of technology in the learning process
This will be achieved through:
- Enhancing skillful use of technology in the classroom, which will give students lifelong skills such as critical thinking, collaboration and problem solving
- Integrating technology into classroom through use of modern learning technologies including learning software and classroom management applications as well as linking up these technologies with the existing and emerging curriculum
- Creating an enabling environment for effective communication of the learning community
- Developing a culture of continuous learning by the staff through incorporating learning of new curriculum based on the technology applications and facilitating collegial support from a wide variety of resources In addition, piloting new teaching strategies, instructional resources and technologies (VanSciver, 2008).
Implementation strategies
- Equipping the school district with state of the art technology resources that will enhance and support the administrative as well as the teaching-learning process
- Developing the procedures to acquire and access existing and required technology resources in the school district on a yearly basis. These technology resources include the Infrastructure in all the schools such as Electrical connections, networking devices and telephone connections; hardware devices such as computers and printers as well as technology support which include the support staff and quality of service.
- Establishing hardware standards: this involves ensuring that all the available hardware required are of the right standard and are at par with the current educational technological standards. Such hardware as computers, classroom technology, network hardware as well as printers and copiers
- Establishing software standards, both administrative and academic computing systems and software need to be reliable. They include course management systems, productive tools, online learning tools and information resources. Software used in database management systems should be reliable and need to ease the burden of transporting student records from one elementary school to another. Alongside saving such data on DVDs and physically transporting them, reliable database management systems should enable the schools have a networked database system that can be accessed from each of the schools in real time. Proper backup systems should also be considered to avert loss of data.
- Developing and implementing ICT curriculum scope that is in line with the national curriculum framework such as ISTE, IB/MYP/DP frameworks. This is essential in ensuring that the students are familiar with the strategies and the technological tools for using them for enhancing learning across all subjects and grades. A technology curriculum sequence and scope ensures that technology is taught to all students in the district through a consistent way and is in line with the national curriculum.
- Providing professional development training, this will enable baseline proficiency in all faculty and staff. It will involve development of procedures to assess training needs to professional in the school district, how the training (of professionals) will be conducted, demonstrating the use of different technology in classrooms as well as inviting guest speakers to demonstrate the use of these technologies in classroom.
- Encouraging and supporting innovative use of technology. This will involve identifying innovators among the staff and faculty who will examine and explore new systems and determine their viability in accordance with the district’s and national ICT goals.
- Establishing guidelines for funding for innovation and exploration of innovative techniques Aside from funding, proper guidelines will ensure the continual use of existing infrastructure, hardware and software while integrating into the system new, less costly equipment that would not overstretch the districts ICT budgetary allocations.
Working with the professional and staff in achieving set strategies.
Aside from building the necessary infrastructure and ensuring that the facilities in place are to the required standard, it is important to bring on board the professionals including schoolteachers and technology coordinators. All of them need to agree with the strategies and ensure that the rationales involved in implementation are workable. The fact that teachers have been in the system and will interact with the new technologies on a daily basis, their quick adoption of the technology will be important to the success of the project (Bosco, 2001). However, other stakeholders like the superintendent and school principal will be actively involved in supervising and overseeing the running of the project. Therefore as the technology administrator, it will be important to come up with the guidelines of that give the scope of operation of the stakeholders.
The District technology administrator
- Ensures that program technology initiatives are aligned with the technology vision of the district, and reviews a comprehensive district technology plan.
- Participates in the development and provision of electronic resources that will lead to improved learning for program participants. The administrator also program services and curricula embrace changes that arise due to the proliferation of educational technology within the society.
- Uses technology to share interesting strategies and case studies with the students and professionals. Shares opportunities that support program improvement such as inviting guest speakers or participating in collaborative learning with communities with similar programs in other districts.
- Identifying financial needs of the program and setting timelines realize targets of the technological program
- Continuously analyze and monitor performance of the program to guide in improvement of program activities and initiatives.
Superintendent
- The superintendent ensures that the vision for use of technology corresponds to the overall district’s vision.
- Engages all stakeholders include the media, school community and the wider community I n ensuring efficiency in use of technology in schools.
- Provides adequate resources and staffing to support infrastructure, technology and integration across the district.
- Ensures that all students in the district engage in learning experiences that is technology oriented.
Principal
- Promotes effective practices in technology integration in the school among staff
- Works with the teachers in using technology to analyze access and interpret the performance data of students.
- Applies current technology based management systems to access and maintain the records of students and personnel.
- Use the appropriate technology such as school websites, and telecommunications to communicate, collaborate and interact with experts, peers and other stakeholders in the education sector.
- Allocate and secure technology resources for teachers to easily meet the needs of all students in the school.
Understanding the roles of the educational technology leaders in the school helps teachers and other stakeholders perform without duplication of duties and conflicts or leadership roles. Classroom teachers are the most important stakeholders in the implementation process of the project and therefore should embrace the technology and work together with all the leaders for easy project design and implementation.
Strategies of overcoming obstacles with competing sources of power and influence
The success of the project greatly relies on the ability of the elementary school teachers to cooperate. This cooperation not only builds corporate synergy, but also breeds success for the workers as they attempt to grow their careers. It is therefore important for the technology administrator to device strategies of overcoming the obstacles brought about by these conflicts and power struggles. To effectively handle power struggles in the school between the teachers, it is important to:
- Take authority as the leader and define acceptable behavior. Come up with published delegation of authority statement and let all the stakeholders know their job descriptions and what is expected of them. In addition, you need to provide a well-articulated chain of command that would enhance effective communication.
- Hit the conflict head on. This involves identifying the conflict and proactively intervening before it flares up.
- Help the professionals understand what is in for them in the project, and assist them achieve their objectives. This will reduce the obstacles that may stand in your way in resolving conflicts and power struggles.
- Finally, it is good as a leader to use the conflict as a learning opportunity for the organization. Leverage the conflict for leadership development and team building. Divergent positions from the conflicting parties can be used stimulate learning and innovation in the organization. As a leader, one must be ready to compromise compassion, forgiveness, compromise, active listening, empathy and service above self.
Conflict management strategies
In the implementation of technological projects in the school district, many conflicts tend to arise mainly based on the differences that existed earlier about the roles each teacher played in technological advancements of each school (Thomas, 2007). Given that teachers’ responsibilities were not well coordinated in the different schools in the district, conflicts are bound to arise with regards to the roles the teachers will play in their respective schools, the technology coordinators as well as the school heads. Conflict management strategies involve the following
Understanding the situation
Many situations are different from what they seem when presented to you. It is therefore good to dig into those situations to understand the issues within. For instance, the elementary school teachers tend to have power struggles due to differences in how they handle technology issues in their various schools. To come up with a solution for the conflicts, it will be important to understand the approach on each of the school in order to harmonize their operations to be in congruent with the districts goals.
Acknowledging the problem
It is good to acknowledge that there is a problem in the organization and no matter how small it might appear, it is good to deal with it because it could affect the performance of the affected staff.
Take time to evaluate all information
Organization conflicts might have more complex roots that what we perceive. Quick decisions might lead to misjudgment or coming up with a wrong conclusion of the subject matter. This might lead to wrongfully alienation the parties involved leading to poor productivity in the organization.
Avoiding intimidation and coercion
Coercion and intimidation may only suppress the conflict but might not deal with the underlying issues. Coercion and outbursts may just suppress the matter and it might resurface later. A leader needs to calm down to make those involved in the conflict open and solve the problem.
Focusing on the problem and not individuals
People tend to have preconceived attitudes towards others, which sometimes make not evaluate the underlying issue but rather focus on the person involved. In solving conflicts, it is important to focus on the problem but not the individual. However, after a thorough analysis, you realize that the individual is the problem, then focus on the individual at that point.
Establishing guidelines
You can get the conflicting individuals to agree to a few meeting guidelines before conducting a formal meeting between the individuals. Have them attempt to agree to some guidelines. This will help calm the situation leading to a more open meeting between you and the conflicting parties.
Having an open communication
The main goal in conflict resolution is bringing two parties together and getting them resolve the issue affecting them. It is therefore necessary to allow both parties express their viewpoint. As a facilitator, you should also share your perspective and help pinpoint the issues causing the conflict.
Acting decisively
Once you have gathered the information and established the underlying issue, it is important to act decisively and end the matter. Making your decision and acting promptly will make them respect you as a decisive, courageous, and caring leader.
- Personal reflection on Leadership strategies
Strategic leadership requires an individual offer good vision and direction for the growth and prosperity of an organization. To be a strategic leader, one needs to anticipate and overcome challenges. The leader should see opportunities before competitors do and make the right decisions that would steer the company forward.
As technology administrator in the district, I appreciate the task and challenges that involve implementing a new technological program in schools in the district. As a leader, I posses the relevant skills to successfully design, develop and implement the technology strategy in the district. My main business strategies will involve prioritizing my leadership culture that emphasizes on anticipating the challenges that I might encounter on the project, correctly interpreting these challenges and finding a common ground and establishing buy-in among stakeholders with disparate agendas and views.
As a strategic leader, I also believe in the learning process given that I will face different outcomes during project execution. There will be successes and failures, but as a leader, I always carry out inquiries and search for lessons on both outcomes. The ability to anticipate the challenges and conflicts that might arise in during implementation of the project will help me come up with prior solutions to these challenges and devise methods to overcome them. Power conflicts prove to be the main issue I will have to tackle in the initial stages of the project. Acknowledging that it is a challenge and I will have to come up with an inclusive and open way where I accept divergent views of the stakeholders.
As a strategic thinker, I have to question the status quo. I will listen to accommodate pints of view of other stakeholder and at the same time challenge my own assumptions. I will have an open forum with all the stakeholders including teachers, the principals, and the superintendent and technology coordinators to share my vision and strategies for the project. I however anticipate power struggles especially concerning the roles played by each stakeholder, as well as the hierarchy of the organization. The ability to interpret the view and opinions of the stakeholders will help me solve the challenges that may arise including power struggles and tension among the stakeholders.
One of the challenges that I will have to tackle is the communication barrier that will likely occur due to the strategic changes in technological management in the school. The first step will be to identify a communication system between me and the elementary school teachers who report to their building principals. In consultation with the building principals, I will have to receive direct reports from the teachers with regards to the technology management in the elementary schools. This will enable me coordinate and have a common strategy for all the elementary schools. However, for the middle and high school, there will be no much challenge given that I will have a direct interaction with the technology coordinators who will give me daily reports on technology management in their schools (Schoemaker, 2013). I will then have a database, which can be accessed by the principles and the superintendent. We will hold weekly meetings with the stakeholders to evaluate the implementation of the project.
As the technology administrator, my role will not only focus on implementation on technology but also to ensure a cohesive working environment for the stakeholders. Conflicts are bound to occur in such an organization including process, task, and relationship and behavior conflicts among other conflicts. I will limit horizontal communication; the main form of communication will be between the school technological administrators and me. This will help reduce conflict between the various school technological managers and coordinators. I will assign each of the managers their specific tasks, which they will perform according to the set guidelines. Formal consultations on matters of technological management must be addressed through technology administrator to minimize conflicts between the managers. Behavioral issues such as negligence and failure to perform once duties will be handled by the building principles.
Finally, it is essential as a leader to let all stakeholders buy into ideas and work together with you in accomplishing a given task. Many individual prefer status quo in organizations, which makes it difficult to implement new strategies. As a strategic leader, I will be adept in finding common ground in order to achieve buy-in among the stakeholders. Proactive communication is the key to understanding their divergent views as well as frequent engagement and trust building. It is essential to communicate ideas early to avoid discordance in the organization. Using facilitated and structured conversations, helps expose areas of resistance and misunderstanding. This involves being open to resistors and reaching out to them directly to understand and address their concerns. It is also good to recognize and reward stakeholders who support team alignment and being quick in monitoring stakeholders’ positions and roles during implementation of the strategy.
References
Bosco, J. (2001, November). Technology Standards for School Administrators. Retrieved November 27, 2014, from TSS Collaborative: http://www.kyepsb.net/documents/EduPrep/tssa.pdf
Hubbel, H. P. (2012). Using Technology with Classroom Instruction That Works, 2nd Edition. Pennsylvania : Association for Supervision & Curriculum Development.
Paul J. Schoemaker, S. K. (2013). Strategic Leadership: The Essential Skills. Harvard Business Review
Thomas, K. W. (2007). Making Conflict Management a strategic Advantage. White Paper , 3.
VanSciver, J. H. (2008). Using a strategic plan to promote technology in less wealthy rural school districts. Technological Horizons In Education , 13.
