Running Head: RESEARCH PAPER EDUC638

Research Paper for EDUC638: Nurturing leaders in educational technology Kelly Sparks EDUC638-B02, Section 201340 Liberty University Dr. Vonda Beavers

RESEARCH PAPER EDUC638 Abstract

Despite the variety in leadership styles, a characteristic that is beneficial to all educational technology leaders is the ability to be nurturing. Because of its dynamic nature, technology brings a unique set of challenges to the leadership role. An effective educational technology leader will work to support and develop faculty and staff through implementations, create a culture that embraces sustained innovation, elicit collaboration of all stakeholders while building a supportive team, and maintain positive attitudes towards the change. The leader will model the behaviors expected of others to create an atmosphere where technology can be an effective tool for student achievement and towards the vision of the schools. Keywords: educational technology, leader, innovation, implementation, collaboration

RESEARCH PAPER EDUC638 Nurturing Leaders in Educational Technology In any discipline, a variety of leadership styles can be found. Often there are those that focus on giving directives, those that focus on enabling, and those that find a balance between. Educational leaders have the unique challenge of leading professionals and implementing policies that directly impact the future of the generations that follow. Add to this already daunting task a dynamic technology program and one can begin to embrace the world of the educational technology leader. Effective educational technology leaders that serve as both mentor and facilitator can enable sustained change while striking a balance with school visions (Hall, 2008). With such a formidable challenge as to balance policy and technology implementation, it is important for any educational technology leader to have the mindset of a nurturer. Nurturing is all about supporting and encouraging, especially when someone is growing, training, and developing (nurture, 2013). The educational technology leader can focus

nurturing practices in a few key areas which include faculty and staff implementation, innovative ideas, collaboration, and positive attitudes. Faculty and Staff Implementation While often the decisions are made administratively to determine the direction and vision within a school, it is the responsibility of the faculty and staff to implement those visions. Picciano (2011) points out that it is important that educational technology used in a school must also be integrated into the educators vision in order to be successful. The educator is the front line of any technology use. Therefore, their attitudes and buy in for new technology have a deep impact on how successful an implementation can be. A good educational technology leader needs to understand and address the needs and attitudes about technology in addition to ensuring the implementation follows along with all visions.

RESEARCH PAPER EDUC638 Needs and concerns In education, teachers and staff members are constantly being shown what the next best thing is, and how it should be done in their classrooms. Technology makes up only a small part of the changes that routinely come in a top-down manner. While the teacher in the classroom may not have the option of what to implement, it is important to understand their needs and concerns while being empathetic. An educator may take an interest in the potential of technology, but they may also have reservations when they have little involvement in the

decision making (Picciano, 2011). Barriers to implementation can include but are not limited to skills, institutional support, and attitudes or beliefs (Hew & Brush, 2007). When an educator feels intimidated by either the technology itself or their ability level with the technology, encouragement by the leader can go a long way towards helping these individuals see their growth and reach their potential (Mortensen, 2013). Implementation Understanding and identifying that teachers are knowledgeable contributors who can add their expertise to decision making may increase the potential for a vision to be implemented. Top-down implementation of computer applications without consultation and involvement will likely increase resistance among staff and may possibly doom entire undertakings, (Picciano, 2011, p.11). Often a teachers lack of willingness comes from a lack of time or compensation the extra work of implementing technology requires (Kliger & Pfeiffer, 2011). A nurturing technology leader will take into account the work load expected of the teacher and work to help manage it in a positive and effective manner. Wold (2013) suggested that administrative support should be continuous and potentially provide incentives to instructors to implement technologies, specifically applied to blended learning environments, which would compensate for some of the

RESEARCH PAPER EDUC638 barriers to implementation. This compensation would stand as a potential consideration for any technological demand of time and new skills. Innovative Ideas Innovative ideas allow schools to move beyond the norm or standard expectation to explore the potential for growth and increased achievement. DCulberhouse (2013) gives a great analogy in terms of how leaders should approach the unknown change that innovation can often bring by stating, leaders have to make it safe to go out in the waterto swim away from the

safety of shore, (Dont go in the water section, para. 1). The standard mindset is the safety of the shore. The new innovations that can broaden educational horizons, especially in technological terms, are the vast unknown sea. A technology leader needs to make considerations directly related to innovations and develop strategies to encourage development. Considerations It is easy to assume or hope that innovations in and of themselves will provide a quick fix or magic wand that will seamlessly bridge the gaps in education. In truth, innovations are merely the mechanisms of change. In a professional development series, the author heard T. Alsbury (personal communication, November, 12, 2009), director of the Innovative Leadership Academy at The Friday Institute for Educational Innovation, discuss the importance of effective innovation being a collaborative effort between leaders and faculty in order to sustain the change and not have it diminish because a leader has moved on. Innovative ideas need to have a platform on which to be heard and explored by all before the can be effectively implemented towards change. In education, time alone can limit thorough investigation. However, the leader can use strategies within daily practice to encourage innovative thought and work to sustain those ideas.

RESEARCH PAPER EDUC638 Strategies Implementing innovative strategies poses a challenge to ensure not only that they are successful, but also that they meet the needs of a changing society (Campbell, 2012). Educational technology leaders can look to changes within the STEM (science, technology, engineering, and math) learning programs for guidance on effective strategy implementation. STEM encourages talent, creativity, inquiry, and innovation, so it stands to reason that a leader looking to encourage innovation in technology practice, invites experimentation, celebrates

failure, rewards invention and irreverence, and encourages the passionate pursuit of often absurd questions wherever they may lead, (Marshall, 2010, p.51). When these strategies become routine, faculty can spend less time thinking about innovation and more time actually innovating. Collaboration A nurturing educational technology leader must remember that there is a vast amount of expertise and input that lies within collaborative efforts. Collaboration should involve all stakeholders including students, parents, and community members. How effective the collaboration is can be a direct reflection on the guidance provided by the technology leader. Stakeholders can participate, but it needs to be the leader that encourages open dialogue and fosters a collaborative spirit. The leader should establish both internal and external support structures to focus discussion on innovations and implementation that remain within the vision of the school (Law, Allan, & Fox, 2011). It is also important to note that the expected behaviors and practices should be modeled by the leaders. If a collaborative environment is the expectation, then the leader needs to model that instead of merely directing that it happens which allows others to learn accepted practices and the opportunity to shoulder more responsibility for the direction the implementation takes (Barnett, 2013; Mortensen, 2013).

RESEARCH PAPER EDUC638 Perspectives Having all stakeholders involved brings diverse perspectives to the planning table. It provides insight into the differences that exist within the group. Those differences must be addressed if technology implementation is to be successful (Picciano, 2011). It would not make

sense to implement mandatory online classes beyond the school walls when the majority, or even some, suffer from the digital divide where there is limited to no access to technology. Having student, parent, and community member perspectives can give important information and feedback as it pertains to the reality within the school and community. Fostering relationships within the community also provides support for the directives and vision that are agreed upon. Having an advocate within the community to support change can do a lot to win support for the school. Likewise, not having an advocate who is involved with decision making and planning can make it more difficult to have the community embrace the changes that innovation often brings. A nurturing leader will seek to foster this communication route to ensure support for any technology implementation and change. Shared Leadership Any good leader that models behavior does so in a way that others can emulate and build their own skills to be future leaders or to take on more active leadership roles. Within a school, there is a distinct hierarchy in which each group understands individual roles, responsibilities, and limitations. At the same time, there is a distributed responsibility for certain aspects of daily life. Regardless of where you stand, a foremost goal in all schools is student achievement. It takes the student accepting responsibility for their learning, the teacher accepting responsibility for providing instruction, and administration accepting responsibility to ensure the environment provides an atmosphere conducive to learning.

RESEARCH PAPER EDUC638 Likewise in educational technology, an effective leader will look to a support team to work with their peers and the administration while modeling effective instruction using technology. A resource support team that has instructional technology expertise can provide assistance to faculty in working on areas that need improvement, make suggestions for instructional use, and help focus on increasing student achievement (Hilliard & Jackson, 2011). Having these teams meet with the technology leader can provide insight on daily needs and help the leader reflect on the direction of implementations and if the practice maintains alignment with the vision. The technology leader also needs to nurture the continued growth of the team through professional development so that their impact remains strong. Positive Attitudes The goal of nurturing individuals is to make sure that they feel valued and maintain a positive outlook on all implementation and innovations that align with the vision of the school. Picciano (2011) states that having such a positive attitude with a supportive culture for stakeholders can be critical to the success of any technology implementation because it allows the voice to be heard. It is important to continuously listen to all stakeholders, so they may continue to feel the collaborative environment that supports their voice and the ongoing success of the organization (DCulberhouse, 2013). It is certainly not an easy task to keep morale high and maintain positivity during times of change. A good leader will work with individuals through the trials that come and help a team learn how to function together. Hall (2008) gives examples of the different stages of teams forming, and he reminds leaders that even when individuals seem to function as a group, it is important to encourage, celebrate, and recognize individual contributions. Having a leader who offers themselves as an example of sharing and

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commitment to planning can encourage the commitment and positive attitudes of others towards a common goal (Picciano, 2011). Conclusion Educational technology leaders have been given the task of maintaining solid leadership despite the nature of technology to be constantly changing. Within their scope of responsibilities, the educational technology leader must maintain a focus on nurturing individuals to ensure that all implementations are successful and stay aligned to the visions intent. In doing so, the leader must look to ensure that technology concerns are addressed with the faculty that will be charged to use it towards student achievement. Not only should concerns be addressed, but supports should be in place to achieve growth and potential. An educational technology leader must also nurture and foster innovation. A culture of innovation provides the mechanism necessary for sustained change with technology use. Strategies that enable the faculty to focus less on the technology itself and more on what the technology can do can help provide a platform of continuous growth. It is also critical that the technology leader nurtures collaborative efforts. Having input from all stakeholders provides a solid foundation for successful technology implementations. Advocates in and out of the schools can help enlist support for the schools vision and directives. When these individuals are knowledgeable about what is going on and feel their voices have been heard, they are more likely to work with the school rather than against it. A good leader will also surround themselves with a team that is able to model good practice to their peers. Leader must first model those behaviors they wish others to do before nurturing the development of the team. Maintaining a positive attitude towards change makes it easier for others to have their own positive attitudes. In essence, a good educational technology leader

RESEARCH PAPER EDUC638 embraces the diversity and needs of others using technology and works to nurture their development and growth.

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RESEARCH PAPER EDUC638 References

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Barnett, J. (2013, August 6). Three mistakes teacher leaders can avoid this year. Retrieved from http://www.edweek.org/tm/articles/2013/08/06/tln_barnett_mistakes.html?tkn=TMUDuh wOd9whW0glqw9bz0pu2hC1www3IrnB&print=1 Campbell, B. (2012). Innovative leadership: Insights from a learning technologist. Quarterly Review of Distance Education, 13(4), 233-240. Retrieved from http://search.proquest.com.ezproxy.liberty.edu:2048/docview/1356976071 DCulberhouse. (2013, September 2). Dont go in the water [Web log post]. Retrieved from http://dculberh.wordpress.com/2013/09/02/dont-go-in-the-water/ Hall, D. (2008). The Technology Directors Guide to Leadership. Washington, D.C.: ISTE Hew, K. F., & Brush, T. (2007). Integrating technology into K-12 teaching and learning: Current knowledge gaps and recommendations for future research. Educational Technology, Research and Development, 55(3), 223-252. Retrieved from http://search.proquest.com/docview/218022459?accountid=12085 Hilliard, A., & Jackson, B.T. (2011). Current trends in education leadership for student success plus facilities planning and designing. Contemporary Issues in Education Research, 4(1), 1-8. Retrieved from http://search.proquest.com.ezproxy.liberty.edu:2048/docview/851708308/fulltextPDF?ac countid=12085 Kliger, D., & Pfeiffer, E. (2011). Engaging students in blended courses through increased technology. Journal of Physical Therapy Education, 25(1), 11-14. Retrieved from http://search.proquest.com/docview/880289074?accountid=12085

RESEARCH PAPER EDUC638 Law, N., Yuen, A., & Fox, R. (2012). Educational innovations beyond technology: Nurturing leadership and establishing learning organizations. Journal of Computer Assisted Learning, 28(5), 585-586. doi: 10.1111/j.1365-2729-2011.00471x

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Marshall, S.P. (2010). Re-imaging specialized STEM academies: Igniting and nurturing decidedly different minds, by design. Roeper Review, 32(1), 48-60. Retrieved from http://search.proquest.com/docview/206714679?accountid=1208

Mortensen, C. (2013, September 7). Best practices by educational technology leaders [Web log post]. http://www.myweb4ed.com/2013/09/best-practices-by-educational.html

nurture. 2013. In Merriam-Webster.com. Retrieved October 9, 2013, from http://www.merriamwebster.com/dictionary/nurture

Picciano, A. G. (2011). Educational leadership and planning for technology (5th ed.). Hunter College, NY: Allyn & Bacon.

Wold, K. (2013). Collaborative Inquiry: Expert Analysis of Blended Learning in Higher Education. International Journal on E-Learning, 12(2), 221-238. Chesapeake, VA: AACE. Retrieved from http://www.editlib.org.ezproxy.liberty.edu:2048/p/37485.

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Conference Proposal Submission - Submitted a Full Paper to SITE in the format they requested (10 pt, Times New Roman, Abstract, no header/footer, no page #s) Presenters Name: Kelly Sparks Email Address: ksparks17@liberty.edu Title of Presentation: Nurturing leaders in educational technology Summary of Presentation A variety of different leadership styles exist, but a characteristic that can be beneficial to all education technology leaders is the ability to nurture. Because of its dynamic nature, technology brings a unique set of challenges to this leadership role. In this research based presentation, participants will engage in a discussion on how to nurture faculty and staff through an understanding of their unique needs and concerns with the implementation of technology. Considerations and strategies for the development of innovative ideas will be presented. Research stresses collaboration in developing technology implementation and sustaining it throughout the schools. Participants will continue a discussion on looking at varying perspectives and the need to nurture shared leadership while maintaining a positive atmosphere. Length of Presentation: 25 minutes Equipment Needed for Presentation (Power Outlets, Internet Access, Projector, etc.): Power Outlets, Internet Access, Projector Submitted a Full Paper to SITE in the format they requested (10 pt, Times New Roman, Abstract, no header/footer, no page #s)

Screenshot of Proposal to SITE (Society for Information Technology & Teacher Education)