Becoming an Educational Technology Leader: Observing, Participating, and Leading

Throughout the Instructional Technology Program at the University of Montevallo, I learned about and developed many of the essential skills educators need to be a successful leader. The Consortium for School Network (CoSN) developed a framework, shown to the left, that outlines the 10 essential skill areas needed to be a viable educational technology leader (CoSN, 2015). After completing the Observer-Participant-Leader Record of Activities document, the three skills I have identified as my greatest areas of strength are Strategic Planning, Ethics and Policies, and Instructional Focus and Professional Development.

Strategic Planning

According to CoSN (2015), an effective educational technology leader "has a high-level view across the school system and works with instructional and technical teams to identify steps needed to transform the technology vision into a long-range plan, complete with specific goals, objectives, and action plans" (p. 3). As shown in my O-P-L Record linked above, I have both participation and leadership experience with this category of the framework. An example of my participation in identifying steps to transform my district's technology vision was by completing the Transform 2020 Technology Plan for my district. I identified the strengths and weaknesses of my district's technology plan, and then shared the information with acquaintances who work downtown. To exemplify my leadership, I facilitated multiple professional development courses during the month of June. During the 2017-2018 school year I participated in a year-long math cohort in which I collaborated with other educators and helped research and implement best teaching practices into my math instruction. I specifically focused on technological tools and educational programs that can help students with math. I then facilitated professional developments to help teachers in grades 3-5 implement best teaching practices into their own mathematical classrooms.

Ethics and Policies

As stated in the CoSN (2015) framework, an effective educational technology leader "manages the creation, implementation, and enforcement of policies and educational programs relating to the social, legal, and ethical issues related to technology use throughout the district and modeling responsible decision-making" (p. 5). Throughout the school year I participated in my school's Leadership Committee and Technology Committee. While on these committees I engaged in discussions regarding educational policies related to students' use of technology. Also, in my own classroom I ensured my students were practicing good digital citizenship skills by explicitly teaching and modeling how to be good digital citizens. I ensured my students were safely and effectively using their laptops throughout the year. Within the Instructional Technology Program I participated in an analysis of Alabama school districts' virtual school policies. With this project I was able to analyze multiple school policies related to virtual schooling, and identify both pros and cons of each policy. I also compared and contrasted my district's policy with another North Alabama district's policy. An infographic of this comparison is represented to the right. My analysis of the policies, specifically my own district's policy, demonstrates my ability to implement and enforce educational programs.

Instructional Focus and Professional Development

According to the CoSN (2015), an effective educational technology leader "budgets, plans, and coordinates ongoing, purposeful professional development for all staff using technologies; and ensures a sufficient budget through the implementation and assessment process of emerging technologies" (p. 7). Throughout the school year I not only participated in various professional developments, but also led multiple professional developments. For example, I was asked to lead a school-wide training on ClassDojo and how it could be implemented in the classroom to assist with the implementation of the Positive Behavioral Interventions & Supports (PBIS) program. A page of the resources I used for this training can be found on this Padlet page. This summer I also facilitated three grade-specific professional development courses related to best practices in mathematics and educational technology tools that can help students with math. Finally, I facilitated a professional development course related for formative assessments and how to use technology tools to formatively assess students in the classroom. The multitude of professional development courses I have facilitated demonstrates my effectiveness in coordinating purposeful professional development using technologies.

When I first started the Instructional Technology Program, I simply had hopes of increasing my knowledge of educational technology so I could better implement technological programs in my teaching. However, as a result of the program, my knowledge of educational technology has significantly grown, and I have been recognized by district leaders as an educational leader. I never thought I would have so much recognition in a district my size. As a result, I now have the high hopes of continuously improving and becoming a stronger educational technology leader; and I hope to one day be a professor so I can teach future educators about the importance of properly integrating technology into the classroom.

References

Consortium for School Network (CoSN) (2015). CoSN’s framework of essential skills of the K-12 CTO. Washington, DC. Retrieved from https://cosn.org/sites/default/files/pdf/Framework_111815_2015_Public.pdf

Google Classrooms: So Easy a Fourth Grader Could Use It!

Six years ago, the district I teach in began implementing a 1:1 technology initiative in grades 3-12; thus, providing every student in these grades with their own laptop to use as a learning tool. Providing devices and programs for students and teachers in 18 elementary schools, four middle schools, seven P8 schools, and six high schools can be pretty expensive. So, in an attempt to get the most out of the purchases, it is essential that these technological tools and programs be beneficial for all students and teachers in grades 3-12. One tool that is beneficial to teachers and students, when implemented properly, is a course management system (CMS). "CMSs, also called learning management systems or virtual learning environments, are software systems designed to assist in the management of educational courses for student, especially by helping teachers and learners with course administration" (Simonson, Smaldino, Zvacek, 2015, p. 137). Oftentimes CMSs are focused more towards secondary and higher education environments, making it difficult for elementary students and teachers to reap the benefits of the system. One system that does seem to integrate valuable tools for both elementary and secondary education participants is Google Classroom, "a free web service developed by Google for schools that aims to simplify creating, distributing and grading assignments in a paperless way" (Wikipedia, 2014). According to EdWeek (2017), 52% of school districts would hire Google for Education to help improve student achievement. Similarly, districts report that Google G Suite and/or Google Classrooms are used 68% of the time in their classrooms. A growing number of educators continue implementing Google Classroom into their teaching because it is easy to use. So easy, in fact, a fourth-grader could do it! (Hence the tutorial provided here by a fourth grade student! :)) So, what makes Google Classrooms so amazing and easy-to-use? A few components of Google Classroom that are important at the elementary level are discussed below.

Instructional Design

Google Classrooms is an open source, "a free educational software that [is] maintained by users who implement, even modify, and ultimately support their system to meet local, specific needs" (Simonson, et al., 2015, p. 138). The organization of Google Classrooms allows for easy access and management of student activities and coursework.

Teaching and Students

One goal of teaching is to ensure our students are college and career ready once they leave our classrooms. One way of ensuring this happens is by implementing student-centered learning in our classrooms. As stated by Simonson, et al. (2015), "Online education demands that students become engaged in the learning process" (p. 168). Google Classroom tools help students apply their learning to collaborate and create unique learning projects. "Google is helping to drive a philosophical change in public education--prioritizing training children in skills like teamwork and problem-solving while de-emphasizing the teaching of traditional academic knowledge, like math formulas" (Singer, 2017). Google Classrooms is helping teachers and students make the huge, and necessary, shift in education; thus moving from competing to collaborating, from passive to active learning, and from textbooks to customized materials (Simonson, et al., 2015). These tools are helping teachers create communities of learners within their students.

Assessment

As stated by Simonson, et al., (2015), "Assessment is defined as the process of measuring, documenting and interpreting behaviors that demonstrate learning" (p. 226). Google Classrooms allows teachers to assess student learning in multiple ways. Teachers can access projects students create, both independently and collaboratively, to assess students' understanding of the concepts exemplified in the project. Google Classrooms even has a component that allows teachers to pose a question or problem and have students respond via their device. Google "grades" the question automatically, providing results to both the teacher and student. This automatic feedback is essential for students and teachers to gauge students' understanding of the material being assessed. Students are also able to upload assignments, which the student can then grade online. This eliminates the need for paper-based assessments and assignment, and allows students to view their grades all in one place.

Overall, Google Classrooms is an impeccable educational tool. The various applications provided by Google Classroom allow for it to easily be modified for an elementary or secondary classroom. 68% of districts across the country already incorporate Google Classrooms into their daily instruction, so I am sure that even my fourth-graders and I can figure it out!



Resources
*EdWeek Market Brief. (2017). Amazon, Apple, Google and Microsoft: How 4 tech titans are re-shaping the ed-tech landscape. Retrieved from https://marketbrief.edweek.org/wp-content/uploads/2017/05/Edweek-Market-Brief-Tech-Titans-Research-Report.pdf 
*Simonson, M.,  Smaldino, S. & Zvalcek, S. (2015). Teaching and learning at a distance: Foundations of distance education. Charlotte, NC: Information Age Publishing, Inc.
*Singer, N. (2017). How Google took over the classroom. New York Times. Retrieved from https://www.nytimes.com/2017/05/13/technology/google-education-chromebooks-schools.html 
*Wikipedia. (2014). Retrieved from https://en.wikipedia.org/wiki/Google_Classroom 

Theories and Realities of Distance Education

Globalization and Educational Advancements

According to Simonson, Smaldino, & Zvacek (2015), distance education is "formal education...where interactive telecommunication systems are used to connect learners, resources, and instructors" (p. 6). Because of advances in technology and globalization in education, distance education is becoming more readily accepted and adopted. According to Mihladz (2018)

Globalization has led to a number of barriers and threats like commercialization of education and freely bought and sold knowledge, along with a number of great benefits like making use of latest technologies, revision of education programs and various learning opportunities.” (174)

An example of the benefits of globalization is that “in 2013, enrollment in online courses had increased to about 6.7 million from 2 million in 2003" (Simonson, et al., 2015, p. 4). Because of these technological advances and globalization, educational experiences can be provided for learners across the world, regardless of their location.

Again, because of advances in technology and globalization, distance education is becoming more readily accepted and adopted; and included in this increase of acceptance and adoption of distance education are the increases in the number of opinions provided by theorists, students and educators (and, of course, the general public, who has an opinion on everything). So, as an educator, I have reviewed the work regarding distance education published by theorists, and as a student I have derived some opinions of my own (of course)! I have been involved in both effective and ineffective distance education courses, so my personal experiences have verified some of the implications made by educational theorists.

Effective Distance Education Experience

One of the most amazing aspects of distance education is that learners can get an education regardless of where they are. This is mostly made possible by businesses and colleges providing online courses, courses where 80% or more of the content is online (Simonson, et al., 2015). Due to the availability of online courses, and even online degrees, I have been able to complete educational courses (while working on an Ed.S. degree) provided by a university whose campus is over 2 hours away from me; and I haven’t even had to leave the comfort of my own home. Although digital courses require students to be more organized and responsible for their own learning experiences, it also provides students with the ability to engage in courses upon their convenience. I have verified the following theories throughout my degree completion courses:

• Distance education systems should place greater responsibility for learning on the student. -Wedemeyer (Simonson, et al., 2015)
• Distance education systems should permit students to start, stop, and learn at their own pace. -Wedemeyer (Simonson, et al., 2015)
• Easy access to the subject matter contributes to learning pleasure and student motivation. -Holmberg (Simonson, et al., 2015)
• Distance education promotes students' freedom of choice and independence. -Holmberg

Ineffective Distance Education Experience

Since my school district is 1:1 (one technological device is provided per student), I engage in numerous professional development courses regarding technology innovation and integration. The most ineffective professional development I engaged in is also the most ineffective educational experience I have had. I participated in a virtual training of a new educational program my school is integrating next year. Half of the participants were actually with the trainer, while the other half had to tune in via Zoom, a video conferencing program. At the start of the training, the virtual participants were instructed to mute their microphones and close the chat box; therefore completely removing any form of potential interaction between the trainer and virtual participants. The trainer spoke extremely fast throughout the training(much like the man in the video linked above), so the virtual participants could not understand what was being said. This led to some of the virtual participants feeling the need to turn on their microphones and interject comments that had nothing to do with the professional development course. Along with not being able to hear the presentation, the virtual participants were unable to engage in the website. As the trainer spoke, the participants who were physically with her were able to navigate the program on their own and were able to get real hands-on experience with the program that we were learning about. Meanwhile, the virtual participants were having to use their devices to view the training, so it was difficult for us to both view the training and navigate the program simultaneously. The following theories were verified with my experience in this ineffective course. Had the trainer incorporate these theories into her teaching practices, the training would have been more effective.

• Equivalent learning experiences should be provided to each learner whether local or distant. -Simonson (Simonson, et al., 2015)
• Distance education systems develop a design for activities that clarify resources. -Knowles (Simonson, et al,, 2015)
• The core of teaching is interaction between the teaching and learning parties. -Holmberg (Simonson, et al., 2015)

Conclusion

While it is important for instructors to not only be trained in how to properly use technological tools for distance education courses, it is equally important for them to learn and understand the theories of education research. Having an understanding of the research behind distance education will help instructors create better programs and learning experiences for all participants.

References

Mihladz, G. (2018). Academic researches in educational sciences. Cankaya, Ankara: Night Library. Retrieved from https://www.gecekitapligi.com/Webkontrol/uploads/Fck/EDUCATIONAL_1.pdf#page=174 

Simonson, M., Smaldino, S., & Zvacek, S. (2015). Teaching and learning at a distance: Foundation of distance education. Charlotte, NC: Information Age Publishing, Inc.