Jennifer L. Scheffer
Capstone Project
ED671EDDSA
The Impact of the Tech-Savvy School Leader on School Culture
Program Director:
Dr. Ronald Royer
Program Mentor:
Dr. Richard LaSalle
A paper submitted in partial fulfillment for the degree of
M. Ed. Educational Administration Spring, 2013
Abstract:
The 21st century is a transformative era infused with technology and digital resources that
are changing society. School leaders are realizing the opportunities that effective technology
integration can have on teaching and learning, including instant communication, access to
information, open source instructional materials, personalized learning plans, potential cost
savings, and increased student motivation, and many are using innovative approaches to meeting
the challenges that come along with this integration. Technology rich school environments are
developing as a result of leaders who use and understand current technology and the positive
impact its effective integration can have on school culture.
The purpose of this project is to show a connection between a tech-savvy school leader
and their ability to create a positive school culture. The significance of this study stems from the
increasing awareness from school leaders that the current and future generations of learners have
drastically different needs from previous generations. A tech-savvy leader has a vision of
personalized, 24/7, life-long learning for their students. The tech-savvy leader uses their
knowledge and understanding of technology integration, along with their leadership skills and
influence on all stakeholders, to move the entire school community towards achieving this vision.
Through a survey distributed to school leaders via Twitter, 88 school leaders shared their
professional views on social networking sites and web 2.0 tools. Highlights from the study
showed school leaders are using social networking and web 2.0 tools including Facebook (66%),
Twitter (100%), blogs (85%), LinkedIn (60%), Pinterest (41%), and YouTube (88%), for their
own professional development. Seventy percent of administrators believe there is a place for
Facebook in schools, 88% have school infrastructures, which support technology integration,
including wireless mobile devices, and 49% have either 1:1 or Bring Your Own Device policies.
This study explores the impact technology is having on school culture and the beliefs and
practices of the 21st century tech-savvy school leader.
"I would say it's essential to create a culture of innovation in the school. Accept that there will be many
successes and some failures, but those failures will drive even more success. Have a solid plan in place
that involves all constituents in the process, and ensure the plan has clearly defined outcomes. From a nuts
and bolts standpoint I would say ensure the infrastructure is where it needs to be. If teachers do not trust
the technology it will not be used." - Ryan Imbriale, Principal of Maryland's Patapsco High School and
Center for the Arts and one of NASSP's 2013 Digital Principals
Acknowledgements:
This project could not have been possible without the support, guidance, and encouragement
from many educational leaders throughout the country, especially my capstone mentor, Dr.
Richard LaSalle. I would like to thank the following individuals for their support and assistance
with the completion of this project.
Dr. Richard LaSalle- Capstone Project Supervising Mentor, Rivier University
Dr. LaSalle has been an educational leader for over thirty years. Richard is currently the
Executive Director of the Southeast Regional Education Service Center in Bedford, New
Hampshire as well as an Adjunct Instructor at Rivier University where he oversees the Intern
Practicum experience for all Educational Administration Graduate students. Richard has worked
as a teacher, Assistant Principal, Principal, Assistant Superintendent, and Superintendent of
schools. Richard has been a source of inspiration for the past nine months as I have worked
towards completion of my degree and New Hampshire Principal Certification.
Scott Strainge-Director of Secondary Education, Timberlane Regional School District
Scott Strainge is the Director of Secondary Education for the Timberlane Regional School
District. I had the privilege and honor to interview Mr. Strainge and gain his perspective on what
it means to be an effective 21st century school leader. Scott also assisted in the final editing
stages of this project and served as an evaluator for the presentation of the results of my study.
Bob Dawson-Assistant Principal, Windham High School
Bob Dawson, Assistant Principal at Windham High School in Windham, New Hampshire
allowed me to visit Windham and learn about his school’s 1:1 laptop initiative and the effects the
this integration has had on the culture at Windham High School.
Beverly Lannan-Dean of Faculty, Pinkerton Academy
Beverly Lannan, Dean of Faculty at Pinkerton Academy, served as an evaluator for the
presentation of the results of the study. Ms. Lannan also served as my supervising mentor
throughout my internship experience and has been a constant source of professional support.
I would also like to acknowledge the educational technology leaders within my professional
learning network from across the globe who contributed to this project. A special thank you to
the 88 educators who completed my survey and Retweeted the link to the survey to their
followers, as well as those educators on Twitter who responded and/or Retweeted my question,
“Why do schools need tech-savvy leaders?” I would like to give a special thanks to Joe Mazza,
Eric Sheninger, Patrick Larkin, and Dr. Justin Tarte for taking the time to e-mail, Skype, and
talk with me on the topic of tech-savvy school leadership over the past year and for their
inspirational leadership and influence in the educational community.
Table of Contents
I.
Introduction
II.
Research Questions
III.
Literature Review
IV.
Methods
V.
Results
VI.
Discussion
VII.
Conclusion
VIII.
Tables & Figures
IX.
Appendices
X.
References
Introduction:
“Almost everyone wants
The integration of meaningful technology and digital resources
schools to be better, but fewer
has the potential to transform and personalize teaching and learning for want schools to be different”
all students and educators. Access to digital resources and meaningful
–Ray McNulty President,
ICLE,
integration of these resources into the curriculum can increase student
engagement levels and contribute to the development of essential 21st century skills including;
creativity, critical thinking, collaboration, communication, problem-solving, information literacy,
and digital citizenship (Partnership for 21st Century Skills, 2011). Strategic use of technology in
schools can also help effectively track student progress, aid in decision-making, increase
communication with all stakeholders, and overcome financial challenges associated with cuts in
education budgets at the federal, state, and local levels. The determining factor in leveraging
technology to its fullest potential and transform a school culture into the 21st century is the
leadership skills and abilities of a 21st century school leader.
School leaders who understand and use current technology for their own professional
growth and development are able to create positive school culture and are successful in creating
student-centered learning environments. Teachers in tech-savvy districts are supported through
on-going professional development in technology integration, are empowered to try new
technologies to enhance their instructional practices, and are given time to collaborate with their
colleagues to develop best practices for effective technology integration. The tech-savvy school
leader also builds a technological infrastructure to support the needs of the school community.
Twenty-first century leaders are moving their schools forward to best meet the needs of today’s
learners and equip them with the 21st century skills they need to succeed in work and in life.
There is a growing consensus that school reform is imperative in order to keep pace with
the digital natives who inhabit the K-12 education system. As technology continues to rapidly
transform every aspect of the way we work and live, a 21st century school leader must use their
skills and abilities as a “lead learner” to systematically change a school culture. This reform
starts with the primary role of the school leader. The traditional
“If you attempt to implement
role of a principal serving strictly as a manager who focuses on
reforms but fail to engage the
planning, controlling, and organizing people and resources within a
culture of a school, nothing will
change” –Seymour Sarason
school building or district will not work in the 21st century. The
role of a contemporary educational leader is transitioning from
maintaining the status quo, and functioning primarily as the central disciplinarian in the school,
to a visionary leader who promotes continuous innovation with technology and advocates for a
student-centered culture of responsible risk-taking; infused with appropriate technologies to
maximize learning and teaching. A growing number of schools are beginning to favor a teamoriented leadership strategy and are moving towards flat organizational structure versus a top1
down hierarchical system Additionally, more school districts are recognizing the positive impact
that integrating 21st century technology can have on school culture; in particular in the area of
student engagement and motivation. (Connecticut Principals’ Center The Connecticut
Association of Schools, 2004, p. 4).
Effective school leadership in the 21st century is synonymous with educational
technology leadership. Tech-savvy school leaders exemplify the standards and performance
indicators for administrators established by ISTE. According to ISTE’s standards for
administrators, the tech-savvy leader:
Ensures appropriate technologies are integrated into curriculum, instructional strategies, and
learning environments
Uses technology to enhance their own professional practice and to increase their productivity
and the productivity of others
Implements the use of technology-based management and operations systems
Uses technology to plan and implement comprehensive systems of effective assessment and
evaluation
Understands the social, legal, and ethical issues connected to technology and models
responsible decision-making related to these issues
ISTE Standards for Administrators, 2012
Why does the future of education rely so heavily on the ability of the leader to effectively
integrate technology into the culture of a school? Because above
“We need tech-savvy leaders to help
everything else that goes into leading a school, doing what is best
teachers prepare for tech-savvy kids.
for children is the focus of education. Effective leaders recognize
The world today is much different.”
-Beth Still, Scottsbluff, NE
that children matter most, and it is crucial for our children to be
able to develop the skills to function effectively in a highly technical, rapidly evolving global
society.
Tech-savvy school leaders recognize the opportunity that technology integration presents
in terms of not only contributing to increased operational efficiency, financial advantages,
improved professional development and instructional strategies for educators, but they recognize
that effective technology integration into the school can positively impact the culture and climate,
creating an exciting and highly personalized learning environment for students.
“Assume that changing the culture of institutions is the real agenda,
not implementing single innovations.”
- Michael Fullan, Six Secrets of Change
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This project will answer the question:
To what extent does the tech savvy leader impact a school culture?
Research Questions:
1. What impact does a tech-savvy leader have on establishing a positive school culture?
2. What are the challenges and opportunities facing 21st century school leaders in terms of
effectively integrating technology to create a positive culture?
3. What is preventing school leaders from moving forward with 21st century technology?
Literature Review:
Operating in the Dark, published by the George W. Bush Institute, highlights the need
for school leadership reform and explores the role states play in using their authority to increase
the supply of highly qualified principals best suited to raise student achievement in schools. The
report provides a detailed state-by-state comparison and analysis of principal effectiveness
standards, preparation programs, licensure, and tenure. The need to recruit and cultivate a pool of
talented and effective school leaders is critical, especially considering 40% of the country’s
principals are expected to retire by 2014. Although districts hire principals, the state controls the
point of entry into principalship through its preparation and licensure of school leaders (AREL
State Policy Project | Bush Center, 2013, p. 7).
Currently, the United States faces a shortage of high-quality school leaders, even though
research shows that 25% of a child’s academic success is linked to the principal.
Principals oversee the hiring, development, and management of teachers who account for the
largest share of a school’s impact on student learning. Because principals manage the teaching
force, they are the ones that are best positioned to ensure that every student has a great teacher
year-after-year (AREL State Policy Project | Bush Center, 2013, p. 7).
Despite the demanding and complex job of a school principal, Operating in the Dark discovered
states are not exercising proper oversight in the recruitment, training, and licensure of principal
candidates, nor are many states able to provide basic yet critical data regarding the number of
people graduating from state-approved principal preparation programs. Additionally, most states
were unable to provide information about how newly hired principals performed on the job once
hired. Approximately 73% of states lack information on principal job placement rates based on
preparation programs, retention rates, and on the job effectiveness as measured by evaluation and
student achievement.
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Despite the states’ inability to track data relevant to tracking effective school principals, the
report did show that 47 states do set leadership standards that define what successful principals
do to improve student achievement. Thirty-two states use ISLLC or a modified version of ISLLC
standards, 18 states develop their own standards, 2
states use other standards, and 4 states do not have
any leadership standards. (AREL State Policy Project
| Bush Center, 2013, p. 13).
Although most states do have leadership standards,
many programs studied reflect out-of-date notions as
to what the growing body of research suggests the
essential skills and behaviors of effective leadership
should encompass:
“A tech-savvy school leader knows how technology
1.
2.
3.
4.
5.
Recruiting and selecting teachers
Developing and supporting teachers
Assessing and rewarding teachers
Implementing data-driven instruction
Developing a positive school culture
fits into the overall academic mission and vision of
the school and knows how to lead, coach, and
empower teachers and staff in using technology in
ways that align to the mission/vision.”
-Will Deyamport, MSEd
(AREL State Policy Project | Bush Center, 2013, p. 15).
Current preparation programs are limited to institutions of higher learning that do not take
into account the latest research findings in their design. Suggestions for states to improve
preparation programs include:
Develop clearly defined principal competencies
Strategically recruit highly qualified candidates
Establish a rigorous screening process for entry into a principal preparation program
Provide relevant coursework taught by seasoned and successful school leader
practitioners
Incorporate authentic learning experiences in real-world school settings
Ensure graduates develop mastery of competencies
In the area of licensure, it is suggested that states must transition from input-based requirements;
such as years of teaching experience and degrees, which are not necessarily indicators of principal
effectiveness in light of emerging research on the skills necessary to ensure success, and instead focus
on performance-based assessments which measure the complex skills school leaders must possess to
positively impact student learning. In order to renew their license, it is suggested that states should
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base their renewal decisions on job performance, including the principal’s impact on student
achievement, and not renew the license of those principals who continuous earn poor ratings. Current
research describing what effective principals do to positively impact student learning must be shared
with the states and the findings must be integrated into preparation programs, licensure requirements,
principal evaluation, and renewal procedures if our nations schools are to successfully transform into
the 21st century.
The Wallace Foundation’s, The School Principal as Leader: Guiding Schools to Better
Teaching and Learning, describes five key practices that effective principals do:
1. Shape a vision of academic success for all students based on high standards
2. Create a climate hospitable to education where interactions are safe and cooperative
3. Cultivate leadership in others so that teachers and other adults contribute to and assume a
role in realizing the school’s vision
4. Improve instruction to enable teachers to teach best practices and students learn in a
personalized way
5. Manage people, data, and processes to foster school improvement
(Wallace Foundation, 2013, p. 4)
The findings in this particular study are the results of over a decade of research in the
area of improving school leadership. With more than 70 research studies conducted covering a
wide variety of topics ranging from how principals are trained, to how they are evaluated, the
Wallace Foundation has been able to identify five key areas of effective school leadership and
how these areas can be best supported and developed.
Running parallel to the finding presented in Operating in the Dark, the research
conducted by the Wallace Foundation shows an empirical link between effective school
leadership and improved student achievement. Based on the clear connection between an
effective principal and student success, there is an increased emphasis on improving school
leadership as a major part of school reform. School leaders no longer can operate in isolation,
and act as middle managers that simply carry out district rules and regulations and avoid
mistakes (Wallace Foundation, 2013, p. 6).
Instead, the new vision of a school leader should mirror the type of leader described in
Jim Collins’ Good to Great, the lead learner who can cultivate a collaborative team that works
together to help the organization achieve its vision. Principals play a major role in creating a
collaborative and positive school environment, or a “professional community,” where all
stakeholders guide and support one another in improving instruction and increasing student
achievement. Research conducted at the universities of Minnesota and Toronto points out those
who spread out their leadership responsibilities among influential teachers, staff teams, and
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others in support roles results in better student performance on math and reading tests.
Elements of a “professional community” include clear, well-defined learning
expectations for children, on-going collaboration among teachers about pedagogy and a culture
where it is common for teachers to visit each other’s classrooms for observation and constructive
feedback. The result of a school culture where leadership is cultivated in others includes
increased motivation among teachers, as well as improvements in student behavior and
achievement. As the leader of this “professional community” the effective school principal is
intensely focused on increasing student achievement. Effective community-driven school leaders
connect directly with teachers in the classroom to monitor performance, support professional
development needs, promote an academic environment with high expectations for all students,
and eliminate teacher isolation (Wallace Foundation, 2013, p. 11).
A principal focused on improved performance and growth in both students and adults
spends time in the classroom coaching and commenting on what’s working and what needs to be
improved. The focus is on improving instruction. Effective leaders are able to change the
evaluation cycle from an annual evaluation to continuous and ongoing informal interactions with
teachers. Principals earning high marks on effectiveness make frequent, spontaneous classroom
visits, offer immediate feedback, and believe that all teachers, regardless of years of experience,
have the ability to learn and grow (Wallace Foundation, 2013, p. 14).
In terms of managing data, effective school principals know how to ask the right
questions based on the statistics and evidence and use data not only as a means to identify
problems, but also as a way to dig deeper and learn how to understand the nature and causes of
problems. The most effective leaders know how to “get things done” and use a six-step process
when carrying out their most important leadership responsibilities. The principal whose vision is
high academic standards for all students would devise a six-step process involving:
1.
2.
3.
4.
5.
6.
Planning- mapping out targets for improvement in learning
Implementing- influence faculty to do what’s necessary to meet the targets
Supporting- offer encouragement to faculty and students to achieve the targets
Advocating- challenge low expectations and inadequate funding for special needs students
Communicating- ensure families are aware of the learning targets
Monitoring- continuously examine test scores and continue working to ensure results
Effective principals, who are able to commit a minimum of five years in the same school,
are more likely to experience success and have a positive impact on student achievement. High
principal turnover rates contribute to a school culture that lacks vision and shared purpose,
cynicism among staff about the commitment of a principal, and the inability to move forward
and make any meaningful accomplishments. An effective principal, who can offer consistency to
a district, and thus have a positive impact on the student learning, has a clear understanding of
their job responsibilities, has been provided with high-quality training, was selectively hired, is
properly evaluated, and is given on-the-job support they need (Wallace Foundation, 2013, p. 15).
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To ensure an effective principal will stay in their district long enough to have an impact,
it is just as critical for the principal to engage in ongoing professional development as it is for
teachers. School leaders who become “connected administrators” can meet either in person or
through virtual communities and forums with other administrator to collaborate on best practices
and share resources and strategies with one another in an effort to build a tech-rich and positive
school culture. With time being cited as a major factor in preventing the school leader from
pursuing meaningful interactions with their colleagues, technology is a way to overcome such
barriers (Connected Principals | Sharing. Learning. Leading).
Leadership 2.0 is an online community for school administrators, created by principals
Eric Sheninger (NJ) and Joe Mazza (PA). Established through the Edweb.net Social Networking
Site for Educators, Leadership 2.0 offers resources, forums, discussions, and webinars, which are
designed to support professional development in the area of educational technology for
administrators. The group supports school leaders who wish to expand their personal network
with their peers, help their teachers engage in free, online professional development, motivate
students by integrating technology into learning, connect with parents and the community, learn
practical ways to get started with social media and which tools are best to use, and learn how to
support the responsible use of social media in schools (Leadership 2.0).
The Connected Principals blog is another online resource designed to support
administrators, not only in the area of technology, but in a wide range of educational leadership
challenges and initiatives facing school leaders. These online groups have been created and are
supported by successful and tech-savvy school leaders who openly share their insights and
expertise. ESchoolNews.org is another online resource that offers support for educational leaders
in the area of technology and annually identifies, celebrates, and awards the country’s most techsavvy school administrators. What types of initiatives in the area of technology are the nations
leading administrators pursuing?
All twelve of the 2012 Tech-Savvy Superintendent Award winners were celebrated for
“exemplifying outstanding leadership and vision in using technology to advance their districts
educational goals.” Specific educational technology programs being led by the country’s most
tech-savvy leaders included:







Project based and blended learning opportunities using technology tools
Bring Your Own Device & 1:1 laptop/ipad/Chromebook initiatives
Creative approaches to staff development; technology-focused workshops & training
Online employment applications and enrollment forms
Improved communication programs with teachers, students, parents, & community
Virtual schools, online, and hybrid learning opportunities
Integration of social media, web 2.0, & global learning tools; Facebook, Twitter,
blogging, podcasting, wikis, Skype, FaceTime, video conferencing, etc.
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






Interactive software & hardware; HD surveillance, interactive white boards
Technology integration support staff; full & part-time positions
Responsible digital citizenship education; for students, faculty, and parents
Online textbooks, e-books, open education resources, digital portfolios
Digital analytics systems for tracking student data & achievement in real-time
Cloud based applications for access to information & improved efficiency; Google docs
Personalized learning opportunities; Google Apps for Education, iPad apps
It is important to note that in the districts where tech-savvy leadership was recognized,
the emphasis and goal of the technology integration has been on increasing student motivation
and achievement, and that has happened in the districts that were recognized. The leaders
featured for their innovative approach to technology believe that students come first, parents are
partners in education, collaboration among teachers is essential, and leadership is a shared,
school-wide responsibility. Technology integration has led to students who are empowered
academically because they are provided with 21st century learning tools. Moreover, equal access
to meaningful technology for all students, including those with special needs and economically
disadvantaged students is critical, as is preparation for the workplace of the 21st Century. A
technology-rich learning environment enhances the overall school experience, generates
enthusiasm for learning and a more positive learning environment and school culture for students.
Tech-heavy districts not only focused on developing their infrastructure, hiring
technology specialists, providing on-going professional development, and responsibly financing
the initiatives, but they also developed strategies and measurable outcomes to determine the
success of their technology plans. This included increased student achievement measured by
increases in standardized test scores, higher student motivation and engagement as observed
during classroom visits, walk-throughs, and observations, fewer behavior problems and
increased student attendance as shown in office records, better class participation, and greater
homework completion as indicated by higher student grade point averages, increased instruction
of students with lessons involving higher-order thinking skills as recorded on teacher lesson
plans, greater technological literacy skills for students as recorded on the district’s technology
assessment, and increased teacher recruitment, enthusiasm, and retention ("Meet our 2012 'TechSavvy Superintendent Award' winners | eSchool News")
Tech-savvy school leaders are not successful because they have integrated technology
into their schools. They are successful because they possess the skills of successful leaders and
have developed strategic plans that properly leverage technology to improve their school culture.
The skills they possess, detailed in the National Association of Secondary School Principals
report Breaking Ranks include:
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1. Educational Leadership- The ability to set instructional direction through teamwork and
sensitivity towards the perspectives of all stakeholders
2. Complex Problem-Solving- Professional judgement, results-oriented, organizational skills
3. Communication- Oral and written
4. Developing self and others- Encourage and support development in others and recognition of
one’s own strengths and weaknesses
Successful principals focus not only on what needs to be reformed in schools, but address
how they go about fostering and leading change through a strategic process involving gathering
and analyzing data to determine priorities, explore possible solutions, assess readiness and build
capacity, create and communicate the improvement plan, implement the plan, and then monitor
and adjust the plan when necessary. A school leader is effective in leading change when they
combine the “what” with the “how” and build a team that can put the plan into action and
effective practice so all students can learn and grow (National Association of School Principals,
2010).
Tech-Savvy School Leaders:
A tech-savvy school leader understands the advantages technology presents to their
school and works to infuse meaningful technology into the learning environment and is able to
create a positive school culture as a result. They are visionary, servant leaders who support and
encourage the use technology as a tool to increase communication with all stakeholders, create
an environment of connected and shared leadership, and believe that access to technology is
conducive to a 24/7 environment of learning for students, teachers, administrators, parents, and
the community.
Twenty-first century tech-savvy school leaders are innovative, strategic risk-takers who
understand the current and future generation of learners whom they are responsible for educating
and the digital literacy skill this generation of learners must develop. Educating students on how
to safely and appropriate use current technology is the leadership approach used by tech-savvy
leaders. Their strategy is to allow students to have access to certain technologies, including social
networking sites, and teach students how to leverage these sites as educational tools. In the
process, students learn valuable self-management skills as well as the ability to create a positive
digital footprint that can contribute to establishing a positive online presence and help them
achieve their professional goals. Since students are already using these tools, tech-savvy leaders
who understand digital natives create ways to incorporate the tools students are using into the
school culture in a positive way.
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Twenty-first Century Learners:
Digital natives have the advantage of being born into a world with innovative
technologies including Smartphones, tablets, and other personal learning devices, which have the
potential to allow self-directed learning to occur anytime, anywhere. Technology use is heavily
integrated into the lives of our current learners. The National Association of State Boards of
Education reports on the integration of technology in the lives of our schools current learners in
their December, 2012 report Born in Another Time: Ensuring Educational Technology Meets the
Needs of Student Today –and Tomorrow. The recommendations for states, districts, and schools
include ensuring that “every student has adequate access to a computing device and the Internet
at school and home, with sufficient human capital in schools to support their effective use,” a
school’s technology infrastructure must support computer and Internet access for every student,
teachers must receive adequate training on how to effectively integrate technology into
instruction and assessment, and schools must develop comprehensive and flexible technology
plans which can adapt as technology continues to change. These recommendations all stem from
the need to support the learning and achievement of digital natives, our current and future
generation of learners, and meet them where there are spending a significant amount of their time.
(“Born in Another Time.” NASBE, 2012, p. 11).
On average, 13 to 18 year-olds spend more than six hours a day using digital media.
Seventy-seven percent of 12 to 17 year olds own cell phones, with 68% of them sending text
messages everyday. While talking in person is the preferred method of communication for 49%
of teenagers, social media ranks high in the lives of digital natives, with 90% of 13 to 17 year
olds using social media; 51% visiting their profile daily and 34% visiting several times a day.
Twenty-two percent of teens 13 to 17 years old have a Twitter account, and 68% of 13 to 17 year
olds say Facebook is their most frequently used social networking site. Students report using
sites such a Facebook and YouTube to collaborate on schoolwork, 30% of 6-8 graders and 46%
of 9-12 graders respectively, and 32-39% of students would like their schools to provide tools to
communicate with their classmates and teachers, organize their schoolwork, and collaborate with
their peers on group assignments. Students also report they would like school-wide Internet
access, secure chat rooms, and portals that offer up-to-date access to important school
information. Thirty-six percent of students indicated an interest in online learning (“Born in
Another Time.” NASBE, 2012, p. 13). With the inherent motivation for students to use and learn
with digital resources, it makes sense for a school leader to take advantage of this opportunity
and create an exciting, engaging, and student-centered culture, which uses current technology to
develop creativity, critical-thinking, collaboration, and communication.
District Profiles:
A tech-savvy school leader will address the issue of responsible digital citizenship
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through education and modeling for their students and parents what it means to behave online in
a safe and responsible manner. Furthermore, a tech-savvy leader recognizes that if properly
taught how, students would be likely to use social networking sites to assist in their learning. At
Burlington High School in Burlington, Massachusetts, for example, every student has an iPad,
and there are clearly defined learning goals for using technology. At Burlington, students will be
able to:
Employ current technology to investigate, create, communicate, and
produce
Apply a variety of problem-solving strategies; write effectively
Communicate orally and read critically
Obtain, evaluate, analyze, and apply data
Demonstrate self-control and respect for all individuals
Pursue and participate in modes of artistic and creative expression
Exhibit responsible digital citizenship
Burlington’s Superintendent of Schools Dr. Eric Conti and Assistant Superintendent
Patrick Larkin are two tech-savvy leaders who believe that access to technology in a digital age
should not be an issue and that their job as school leaders is to give teachers and students access
to the technology that they need and then “get out of the way.” The leadership at Burlington has
created a student-centered culture and teachers are empowered to try innovative technologies to
enhance instruction.
At Windham High School in Windham, New Hampshire, led by Principal Tom Murphy
and Assistant Principal Bod Dawson, all students and teachers are issued a MacBook pro.
Windham, similar to Burlington, devoted a substantial amount of time in building the foundation
for the integration of the technology prior to issuing the laptops to the students. All teachers and
students at Windham are required to attend a MacBook “boot camp” technology orientation
where they are trained on proper care, use, and integration of the MacBook. Results of the
program have been outstanding. Students are able to learn anytime, anywhere, and the school
culture is student-centered and built on trust, innovation, and collaboration. Windham also has a
strong technology support team that assists students and teachers in whatever technology issues
they may have.
The Timberlane School District in Plaistow, New Hampshire, is another district, which
exemplifies 21st century leadership. Scott Strainge, Director of Secondary Education, explained
during a personal interview that as a district leader, he encourages teachers to take responsible
risks with innovative technologies. The Timberlane district is piloting technology initiatives at
the high school with Kindles and Nooks. The approach to technology integration at Timberlane
is to ask the students what types of technology tools will best fit their individual learning needs.
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However, similar to the objectives at Burlington, the goal within the Timberlane district is to
allow technology to promote the development of 21st century skills, not simply hand students
devices and keep teaching within a 20th century model.
“Students have access to virtually every piece of written material known to man-kind
available to them on their telephone.” Because the leadership team at Timberlane is tech-savvy,
and understands the level of access students have to information literally at their fingertips, they
are finding ways to use this fact to their advantage to transform the culture of teaching and
learning to reflect the 21st century. The research conducted at Timberlane shows high schools
students want laptops, middle school students are being issued Chromebooks, and the iPad is
best suited for the elementary level. Timberlane, like many other tech-savvy school
environments, is focused on the learning first, and is working to identify which technology tools
will most effectively achieve the learning goals and motivate students. Timberlane is so
committed to transforming their school culture that the district eliminated traditional mid-term
and final exams and created an alternative way for students to demonstrate their mastery of skill
and knowledge.
While this was initially met with opposition within the school and community, the
leadership was able to use its influence to gain the support of key stakeholders of this paradigm
shift in education and as a result has been successful in transitioning to a 21st century school that
is truly focused on teaching and learning. The leadership in Timberlane supports and encourages
collaboration and innovative among their teachers in the area of technology and this can be seen
at all levels within the district. The leadership also realizes its decisions impact everyone and
therefore is dedicated to clear and open communication.
Many other schools and districts throughout the country are looking for ways to create
the same type of culture the leaders in Burlington, Windham, and Plaistow have created. Schools
are adopting either 1:1 initiatives or Bring Your Own Device policies, or a combination of the
two, and are dedicated to leveraging the use of technology in powerful ways to engage and
motivate students to learn. As a result of having access to digital resources and technologies,
more studies are emerging which show student achievement levels are increasing. The most
technology rich schools have tech-savvy leadership who are making technology integration a
priority and a central component of achieving their school’s vision.
As previously mentioned, it is important to remember that the focus of schools
experiencing successful technology integration are not just buying devices and teaching the same
old way. These are school districts that focus on the learning objectives first and foremost and
then find ways that technology can support the achievement of the learning goals. Additionally,
the most successful school initiatives with technology have ongoing support and training for
12
teachers so that the tools and devices are being leveraged properly. There are schools that have
launched technology initiatives without the proper training, plan, or vision in place and these are
schools that are finding themselves with lots of technology, but no real cultural transformation.
Tech-Savvy Leadership on the Rise
A September, 2012 survey conducted by MMS Education of 200,000 randomly selected
teachers, librarians, and principals shows that there was an increase in membership of a social
networking site for educational or professional reasons by principals. These statistics show there
is an increasing awareness and use of modern technologies among principals throughout the
country.
Important highlights from the survey include:






In 2009, 54% of principals were members of a social networking site versus 76% in 2012.
The preferred social networks for principals are:
-Facebook (87%), LinkedIn (60%), Twitter (52%), Google + (32%), Ning (13%)
Principals were asked about the value of using social networks
-71% reported they were very valuable in connecting with friends and family
-61% reported very valuable in sharing information and resources
-51% said they were very valuable in connecting with professional colleagues
-49% said social networks are very valuable for creating professional learning
communities
-48% stated their value in creating personal learning networks
-47% stated they were very valuable in connecting with the local community
The specific social networks principals are using include: Edmodo (33% visit weekly or
more), edWeb.net (41% visit weekly or more), ASCD Edge (53% visit weekly or more),
and Classroom 2.0 (17% visit weekly or more)
The top five online communities principals are a part of include:
Discovery Education Network (25%), Edutopia (25%), Moodle (24%), Blackboard (22%),
and BrainPOP Educators (17%).
The devices principals are using to access their social networking sites include: desktop
computers (46%), laptops (55%), Smartphones (52%), and tablets (47%).
The statistics presented in this report show there are a growing number of school administrators
who are leveraging the power of social media tools to contribute to their own professional
growth and development. The results of the research presented in this study underscore this
growing trend of “connected administrators” and the positive impact they can have on teaching,
learning, and the school culture as a whole.
13
Leadership Analysis:
School leaders who understand current technology and are leveraging in their schools are
experiencing success in creating positive school culture. The study conducted by MMS, along
with the results presented in Born in Another Time, Operating in the Dark, and the School
Principal as Leader: Guiding Schools to Better Teaching and Learning, show a strong need for
leadership reform in schools today, along with continued support for the professional training
and standards of school leaders. All four studies show an empirical link between student
achievement and effective leadership. The need for school leaders who can challenge the status
quo and transform their school cultures to meet the needs of today’s learners is a central theme
throughout all the research presented.
The barriers preventing more school districts moving towards a more technology-rich, digital
environment are two-fold:
1. Resistance from the leadership in creating a school environment reflective of the 21st century,
which includes the integration of modern technologies and digital resources, due to fear, lack of
awareness and understanding of the benefits of technology integration, or an unwillingness to
take a strategic risk, to go against the status quo and “fight” for the current generation of learners.
These may be leaders who are still operating in isolation, do not cultivate an environment of
shared leadership and collaboration, or are not using current technologies themselves to further
their own professional learning, therefore they lack fundamental understanding of what skills and
abilities their students must develop to be successful in the 21st century. They may lack a clear
vision for their future of their school.
2. Resistance from key stakeholder groups including school boards, parents, and community
members to adequately fund and support creating 21st century school cultures, which have the
infrastructure, support staff, training, and devices to allow for a personalized learning
environment. Many stakeholders were taught they way may principals were taught, before the
influx of modern technologies and digital resources. These stakeholders may have the mindset
that because they educational system they went through “worked for them” and that they “turned
out fine” that the current generation can go through schooling they way they did. Again, this
group lacks the fundamental understanding that school in the 21st century should not look like
school did in the 20th century. If we are to remain competitive globally, we must shift our focus
in schools on teaching the skills our students will need to be competitive in a global society.
Methods:
The method used to collect the data was the construction of a survey consisting of 20
questions. The survey had 17 forced-choice questions and 4 open-ended questions. Forced14
choice questions were used to allow for efficiency for respondents as well as for ease in data
analysis. Open-ended questions were used to gather qualitative data, which allowed respondents
to elaborate on their forced-choice responses.
The survey was constructed using the social media feedback tool
Twtpoll. Twtpoll is a social media feedback tool published by 63 Squares
which allows users to create simple, web-based surveys which can be
distributed through social media tools such as Twitter. Admittedly, the results
of the study may be skewed towards a naturally tech-savvy school leader since
the survey was distributed through Twitter and amongst the professional
learning network of several tech-savvy school leaders with equally tech-savvy
colleagues. However, to answer my question, “Do tech-savvy school leaders
have a positive impact on school culture?” It was deemed necessary to send
the survey to a group of leaders who would answer the question affirmatively.
The survey was created and published on February 17th and was available to
take via Twitter until March 17th. There were 88 responses total, 1,664 web views, and
214 mobile views. The purpose of the survey was to determine the relationship between
tech-savvy school leaders and their ability to create a positive school culture. The
survey was shared via Twitter 46 times. The survey received the greatest number of
responses when it was Tweeted by Dr. Justin Tarte, Eric Sheninger, and Patrick Larkin. These
three school administrators are incredibly active on Twitter and have large numbers of followers.
When Eric Sheninger Tweeted the link to the survey, the responses increased from 44 to 81 in a
matter of minutes. Clearly, sharing the survey link through Twitter and the strategic selection of
well-known, tech-savvy leaders was an effective strategy in gathering responses.
The intent of the survey was to determine the level of technology use by the school
administrator and whether or not heavy use of technology by the school administrator filtered
into the school culture in a positive way. Administrators were asked about their knowledge level
of current technology, including social media and web 2.0; specifically Facebook, blogging,
Twitter, the technological infrastructure of their school and the role of their technology support
staff, mobile computing initiatives, student access to e-mail, the comfort level of their faculty
with technology integration, professional development opportunities offered for faculty in the
area of technology, and the impact technology integration has had on student learning and the
overall school culture.
15
Results:
When asked to rate their knowledge level of current technology, including their
knowledge of social media and web 2.0, on a 1 to 5 scale with 1 being “very little knowledge”
and a 5 being “extremely knowledgeable”, 32% of respondents rated themselves a 5, 51% rated
themselves a 4, 16% ranked their knowledge a 3, and less than 1% ranked themselves a 2. No
respondents ranked themselves a 1. Collectively, 82% of respondents feel they possess a high
level of knowledge of current technology, including social media and web 2.0 tools
(Appendix A).
In terms of the specific types of current technology used,
respondents were asked to select all that applied from the
following list: blogs, Facebook, Instagram, LinkedIn, Pinterest,
Twitter, and You Tube and other. Eighty-five percent of the
respondents are active bloggers, 66% use Facebook, 60% use
LinkedIn, 20% use Instagram, 41% are active on Pinterest,
100% of the respondents are active on Twitter, 89% use You
Should Facebook be used in school?
Tube, and 42% selected “other” (Appendix B). When asked
specifically about Facebook and whether or not it should be used in schools, a resounding 70%
of the respondents said yes, while 30% said no. (Appendix C). Administrators were also asked
to detail why they support or oppose the use of Facebook in school. (See Table 1).
The reasons why administrators support or oppose the use of Facebook in school vary,
however, there are common factors school leaders cited supporting the use of Facebook in
schools including; increased parent communication and the
“Facebook isn't the problemeducating students and teachers the
ability to connect with and engage the family, the opportunity
proper use of social media is. We
to model digital citizenship and teach students how to use a
have a generation that is 'netiquette'
illiterate. That is the issue, not the
tool like Facebook appropriately in school, and as a means to
tool. We need to educate them on how
motivate and engage students to be collaborating with their
to build a positive digital footprint as
well as how to be a good digital
peers and teachers both in and outside of school. Proponents of
citizen.”
the use of Facebook in school believe it is strictly a social tool
that causes students to be distracted, there are better social networking tools such as Edmodo that
are more school appropriate, and there are safety, privacy, and legal risks involved with
Facebook that outweigh any of the educational benefits.
In terms of blogging for professional reasons, 59% of the
respondents maintain a professional blog while 41% do not
(Appendix D). School leaders were asked to share the purpose of
their blog and to summarize the impact their blog has on their
community. The vast majority of respondents use their blog as a
Percent of Administrators with a professional Blog
16
way to reflect, share experiences and resources, and grow as a professional through learning
from other within their network of colleagues
The impact their blog has on the school community is positive. Through their blog,
educational leaders are highlighting the achievements of their teachers and staff, they blog to
keep the community abreast of the current events within the school, and they blog to model
“writing” as one respondent stated. This particular respondent is using blogging to “process ideas
and increasing my understanding of many current topics in the field of education.” Many other
respondents indicated that they are just starting or plan to start their blog soon. Blogging, based
on the results, appears to be a tool school leaders are using to contribute to their own continued
professional development as a school leader. (see Table 2).
“My blog shares ways to integrate technology as well as my leadership throughts and ideas. I share my blog with
our teachers and administrators. Often teachers will ask me questions about a tool or a way to do something with
digital resources, and if I’ve written about it already or compiled resources I simply link them to my blog post of
wiki resource page. Having a blog and wiki saves me time in the long run and helps me organize what I have
already research and wrote about. “
Not surprisingly, 94% of respondents are using Twitter for
professional purposes, while only 6% are not. One hundred
percent of the respondents are using Twitter to connect, learn, and
share with other school leaders and educators, 51% are using
Twitter to communicate with teachers and staff, 30% use it to
communicate with students, 35% are communicating with parents
through Twitter, 49% are using Twitter to create a positive image
for their school, and 35% of school leaders answered “all of the
above” for their use of Twitter (Appendix E).
Are you using Twitter for professional purposes?
School leaders were asked about the technological infrastructure of their school. This was
asked to determine to what level the school leader is supporting the use of mobile technologies
which are an emerging trend in K-12 education. Eighty-eight
percent of the respondents have schools with wi-fi, which supports
the use of mobile devices, while only 12% do not (Appendix F).
Respondents were asked to identify the types of mobile computing
devices their students have access to; 9% are a 1:1 ipad school,
49% have a Bring Your Own Device Policy, 49% have ipad carts,
7% are a 1:1 Mac school, 14% are a 1:1 Chromebook school, 22%
of the respondents stated that their students do not have access
to mobile computing devices, and 30% answered “other” citing
Does your school infrastructure support wi-fi?
laptop carts, kindles, ipad minis, 1:1 BYOD, ipods, and ipod
touches (Appendix G). Despite the high percentage of schools with an infrastructure designed to
17
support mobile learning, and the number of schools adopting
various ways to become 1:1 school environments, 68% of the
respondents allow students to use cell phones for learning, while
32% do not (Appendix H). A strategic plan to harness the power of
student-owned smartphones is an area tech-savvy leaders will need
to be willing to explore further in order to continue to move their
schools into the 21st century.
Cell phones access
When asked to identify the types of 21st century skills students were developing, 100%
of the respondents reported students are developing communication, creativity, and collaboration
skills. Eighty-nine percent reported students are developing their critical thinking skills, 92% are
developing problem-solving skills and 10% citing “other” skills including digital literacy and
citizenship, global, cultural, and environmental awareness, evaluation skills, and compassion,
Banned Site
% of Respondents
responsibility, respect, honesty, and appropriate usage (Appendix I).
Facebook
Twitter
You Tube
Instagram
Pinterest
LinkedIn
79%
38%
33%
37%
28%
21%
When asked specifically how important it was for students to
learn to use current technology including social media and web 2.0, with
a 1 being not important at all and a 5 being extremely important, 70%
said it was extremely important, 27% ranked the importance at 4, 2%
ranked the importance at a 3, and less than 1% said it was not important at all and selected a 1.
No respondents selected a ranking of 2. Approximately 97% of those surveyed believe it is
important students learn to use current technology, including social media and web 2.0
(Appendix J).
While the majority of school administrators surveyed being it is extremely important for
students to learn to use current technology, there are still a significant number of current
technology tools and specifically social media sites that are banned in schools. When asked to
cite the specific sites that were banned at their schools, 80% of school leaders reported Facebook
is banned, 38% reported a block on Twitter, You Tube is blocked at 33% of the schools reporting,
Instagram is banned at 36% of the schools, 27% ban Pinterest, 20% reported a ban on LinkedIn,
and 11% reported “other” citing Wikipedia, however 5 respondents reported that no social media
sites are banned at their school (Appendix K). School leaders were also asked about whether or
not students have access to e-mail at school. Seventy-two percent reported yes while only 28%
reported no (Appendix L).
School leaders were asked to report the details on their technology staff. Twenty-nine
percent of the reporting schools have 1 full-time technology integrator, 17% have 1 part-time
tech integrator, 12% have a tech integration team, 32% do not have a technology integrator, and
9% reported “other.” One respondent reported they have a student help desk and two part-time
staff to assist with technology integration, another respondent reported there are 5 staff members
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on their team, one respondent said it is a shared responsibility among their staff, and finally, 1
respondent reported they have two full-time staff members (Appendix M). As a follow-up,
leaders were asked to identify the primary responsibilities of their technology integrator. Fiftyeight percent reported their technology integrator serves to provide professional development for
their faculty and staff, 59% report their tech integrators troubleshoot hardware and software
issues, 40% report their tech integrators install hardware and software, and 13% reported that
either their principal serves as the tech integrator, there is no tech integrator, or someone at the
district level is responsible for tech integration (Appendix N).
Respondents were asked to report what evidence they have to prove technology
integration is increasing student achievement. Thirty-two reported increased state and national
test scores, 14% reported higher graduation rates, 9% reported increase college acceptance rates,
10% reported increases in AP/Honors course enrollment, and the majority, 40% reported “other”
(Appendix 0). Several respondents indicated there is no data yet to prove technology integration
increases student achievement, while other respondents reported an increase in student
motivation and engagement.
School leaders were asked to report on the level of professional development being
offered in the area of technology integration. Twenty-four percent indicated there is limited, or
no formal professional development in the area of tech integration, 76% reported a moderate,
sporadic and scattered level of professional development involving tech integration, and 27%
indicated an extensive level of professional development is being offered in their district and that
it is a major focus and is required. Five percent reported other and that professional development
is chosen and led by teachers (Appendix P).
When asked about the comfort level of faculty being able to integrate technology into
their instruction, with 1 being very uncomfortable and a 5 being extremely comfortable, 4.5%
reported their faculty feel extremely comfortable, 13% reported the comfort level at a 4, 63%
rated the comfort level at a 3, 17% reported a level of 2, and close to 3% reported a 1, their
faculty feel very uncomfortable with technology integration. Obviously, the large majority of the
school leaders indicated their faculty has a moderate comfort level with integration of technology
(Appendix Q).
The last question asked school leaders to describe how
technology integration has impacted their school culture.
Responses ranged from “none” to reports of attendance
increasing by 15%, discipline decreasing, graduation rates
increasing, parental involvement increasing, student
engagement and pride is up, and instruction and academic
instruction is up. Common themes emerged in the responses
“Almost every teacher has an
iPad and we have made it a part
of every staff meeting. We are
steadily moving towards using
some form of technology in every
classroom and building a school
structure to promote technology
in the classroom.”
19
regarding school culture including more student engagement and ownership over their own
learning and collaboration among teacher-leaders and the emergence of more student-centered
learning environments. There were also stark contrasts reported about the acceptance of
technology integration from teachers and it appears that the number of years teaching is a factor.
For example, it was reported there is anxiety over technology integration by “veteran”staff
members, who are unwilling to try new technology, versus teachers who are “early adopters” and
innovators in their buildings who are willing to take risks. Some schools are mandating
technology integration into lessons at least once per week and one school is requiring teachers to
submit monthly technology integration plans (see Table 3).
Discussion:
Inadequate funding, ill-equipped infrastructure, resistance from teachers and community
members, lack of professional development for educators, and inconclusive data on the impact of
technology integration on student achievement are several major challenges facing school
leaders in the 21st century. The individual responsible for overcoming these challenges and
devising a plan for the school district to capitalize on the opportunities technology integration
can have on their school, including creating a positive school culture, rests on the shoulders of
the school leader. The greatest challenge facing 21st century schools, above all else, is the lack of
an effective 21st century school leader. For school culture to transform, and be reflective of the
21st century, we need more technology leaders to ask themselves, “how can I make it happen,
rather than saying, why I can’t make it happen.”
The results of the literature review and the results of the research findings show there are
dramatic differences in schools throughout the country regarding effective educational leadership
in the area of technology integration. While the research shows today’s learners have a sincere
interest in learning with digital resources, and the skills today’s students need to develop can be
nurtured through effective technology integration, there are still significant barriers for school
leaders to overcome if their vision of a technology-rich school culture is to come to fruition.
Inadequate funding for devices and the technical support staff are among the key
financial issues facing tech-savvy leaders. One-way the Burlington district was able to overcome
the financial issue of implementing a 1:1 iPad initiative was through a 3-year leasing option. A
$300,000 line item was placed in the budget for the next five years to support issuing every
student in the high school an iPad. The mentality of the leaders in Burlington is to listen to what
the teachers need, give them what they need, and then “get out of the way.” Prior to launching
the 1:1 initiative at Burlington and Windham, the school district leaders ensured they had not
only the proper technological infrastructure in place, but also the adequate support staff for
teachers to rely on for their technology and/or instructional needs; whether they were related to
the device, applications, or pedagogy.
20
Schools like Burlington have developed a comprehensive strategic plan for the successful
integration of technology and have done the ground work prior to just giving every teacher an
iPad and then believing they were a “21st century school.” The true 21st century schools, being
led by the most tech-savvy leaders, realize more than anything that it isn’t about technology, it is
about student engagement and motivation leading to improved student achievement.
To complete this research, and contribute to this discussion, a simple question was sent
via Twitter to educational leaders. The question: “Why do schools need tech-savvy leaders?”
Educational leaders from throughout the country responded with their thoughts on this important
educational leadership issue (see Table 3). Joe Mazza, Lead Learner at Knapp Elementary
School, chose to provide a more detailed response to the question via e-mail. His response is
featured below:
“Leaders can connect an entire learning community from student, parent, community, teacher, other leaders if
they have the right skillset and tools. Leaders can block or allow innovation for themselves and others. Budget
cuts are everywhere. Tech support is down putting more responsibility on building principals. Even more so
when sole building administrator. Tech savvy amplifies school based efforts in many forms - instructional,
managerial, PD, secretarial, outreach, personal learning networks, and on and on. Tech savvy helps leaders
suck the best resources from daily, local and national conferences via backchannel. Tech savvy is a mindset
our kids already have. We must do our best to see through their lens each day. IMO (in my opinion) Tech
savvy leaders tend to trust students and teacher more. We need more trust in schools.”
There are many inspirational school leaders throughout the country, such as Joe Mazza, Scott
Strainge, Patrick Larkin, Eric Sheninger, Brad Currie, and many more who are using their
influence over their stakeholders, as well as their commitment to serving the needs of their
students and teachers, who are leveraging technology to create a positive school culture. Some
may consider these leaders “disruptive innovators”, but if there were ever a time when disruption
in education was needed, the time would be now. As educational leaders look forward to the 21 st
century, they owe it to their most valuable stakeholders, their students, to create a school culture
that is engaging, exciting, relevant, and reflective of an ever-changing, digital world.
Conclusion:
School leaders who wish to prepare their students for a highly technical world and who
want to encourage innovation, communication, complex-problem solving, and collaboration
skills among their students are creating learning environments to reflect the real world, and this
includes the integration of technology.
The priority of the tech-savvy school leader is providing individual access to a computing
device for every student, supporting teachers through ongoing professional development in the
area of technology integration, and gaining the support of the community to positively impact
school culture. Flexibility, adaptability, risk-taking, high-levels of trust, and team-centered work
21
environments are key characteristic of tech-savvy leaders. They are not device dependent, they
are focused on skill development, learning objectives, and establishing a culture of high
academic standards for all students.
Tech-savvy school leaders exercise their own innovation and creativity as lead learners of
technology integration and model for all stakeholders the appropriate and responsible use of
technology in their professional life. School communities led by tech-savvy leaders more likely
to have flat organizational structures where teacher-leadership and innovation is encouraged and
students, teachers, and administrators are all learning together. School leaders who leverage
technology effectively put themselves in a position where they can focus more on their key
responsibilities including:
1. Being available to their faculty to assist in improving instructional strategies through
spending more time in classrooms
2. Serving as a mentor and encouraging the development of leadership traits in others
3. Collaborating with other school leaders to improve their own professional growth and
development
4. Communicating openly and honestly with all stakeholders and promote the achievements
of students and teachers
5. Problem-solving with other leadership team members and key stakeholders throughout
the community
Tech-savvy school leaders have the fundamental educational philosophy that the effective use of
current technology can create a positive school culture where classrooms have no walls and
learning can take place anytime and anywhere (See Table 4).
Recommendations for future study:
Suggested areas for future research studies include:
1. The effects and outcomes technology integration has on student achievement
2. The role of the teacher as leader
3. The impact of technology integration on curriculum and professional development
4. The impact teacher age has on acceptance and use of current technology
Recommended readings:
Disrupting Class: How Disruptive Innovation Will Change the Way the World Learns
Clayton M. Christensen, Michael B. Horn & Curtis W. Johnson
Tuned Out: Engaging the 21st Century Learner
Karen Hume
22
Table 1. - The Facebook Debate
School leaders who Favor Facebook in Education
Facebook has become the media that ties us all
together. Why not use it?
School Leaders who oppose Facebook in Education
There are other sites much better suited for educational
purposes
Our responsibility is to teach our students proper
etiquette and prepare them for their careers. Social
media isn't going anywhere. We need to teach not
limit.
I am really concerned that our kids will be drawn into
those critical attributes in FaceBook that are not
related to the classroom topics. Our kids lack that
personal self-discipline.
Facebook is the most popular social media site.
Leveraging this with explicit instruction on its use,
modeling effective use and reaping its benefits for
connecting with school and global communities just
makes sense.
Facebook is one of the ways our students
communicate. There is so much to be taught and
supported- how to write appropriately, how what
you write is there forever, and how to manage
emotions, at an already emotional time, when
consuming posts. When we "lock it out" because
colleagues don't want to police it or develop lessons
on appropriate use, it doesn't help us help our
students.
When used as a social media tool to help students
link with others around the world, learn about
global connectivity, engage in meaningful
conversation, Facebook can be a viable asset to the
learning community. Students learn to look to
Facebook for information on world events,
community opportunities, and school events.
FB is a primary way students communicate; it plays
a major role in their lives. Any form of social
media, educational forums, etc. can be used
improperly. I think as a leader you have to
determine whether it's more important to mitigate
risks or teach students how to use this and other
forms of media appropriately. The reality is
technology has advanced and will continue. It can
open up doors for a lot of great communication &
learning. The goal for me is to teach students to use
it that way & be comfortable addressing issues as
they come up as teachable moments.
FB just another avenue the school leader can
communicate the organization's vision
Benefits do not outweigh risks of improper use.
Too much potential for problems
Facebook is for social media among friends in my
opinion. My relationship with my students is at school.
I do not give out my phone number to my students, I
don't have them on Facebook until they graduate nor
do I use any other contact with them outside the
classroom without heir parents right there.
It is too wide open with limited ability to control
privacy. Other social media sites allow a greater ability
to maintain confidentiality and limit the membership
of the group, such as Edmodo. WHile I like the idea of
Facebook, CIPA really requires us to be very vigilant
about protecting students online.
I use my Facebook for only personal use. I feel there
are so many tools we can be using that Facebook can
be left outside of our classrooms.
23
Table 2. - The Purpose of the Administrators Blog
“I use my blog to communicate with my school community: share all the positive things going at
my school. Highlights students and teachers for their accomplishments”
“Our school and classroom blogs serve as a communication platform and digital portfolio. My
personal blog links media, technology and current events. My school blog chronicles school and
school board technology happenings.”
“I believe in being a reflective practitioner.
My blog shares my reflections on educations, highlights the work of my students and teachers,
and keeps everyone abreast of upcoming events.”
I maintain one for Ed leaders and one for teachers. My school community is global
“Just created it yesterday. Myself, Differentiated Instructional Specialist, and Assist. Super plan
on using it to blog about creating a "culture of learning."
“I use my blog mainly for personal reflection. When we try new initiatives, it helps me to reflect
on what impact those initiatives have had on student growth. At the present time, the impact on
the school is minimal; students seem to live in the moment and rarely ask themselves why, how
or what. Parents, and the larger community, appear to enjoy the blog, but comments are few.”
“The purpose of my blog is for the processing and synthesizing of what I have learned or am
learning as an educator to the benefit of myself and my readers.”
“The purpose of my blog is to promote connected learning, educational technology, best practice
teaching techniques, and innovative ideas”
24
Table 3: The Impact of Technology on School Culture
At the start of the year there was some anxiety among
some of our seasoned staff members. They are slowly
getting on board with our 1:1 implementation. Students
have responded very well and the majority of our
teachers are doing an unbelievable job integrating iPads
into their classroom.
It has helped us create a student centred school that
allows students to have choice and influence in their
learning. It has helped us create real and powerful
learning experiences and connected our kids with people
all over the world.
We have gone from desktop, stand alones to iPads and
1:1 in just 1.5 years. Attendance is up 15%. Discipline
incidents are down. Graduation rate has increased.
Parental involvement has increased. Student pride and
engagement is up. Instruction and academic engagement
is up.
We have staff clamoring for devices and strategies for
implementing them in classes; student communication to
staff/admin has increased; parent involvement with daily
activities has increased. Student inter-personal
communication is decreased (study halls got quieter!).
Teachers are pro-active about creating authentic
assessments not based in facts and figure type answers
easily accessed, shared, or communicated with electronic
devices - we have seen a drastic rise in electronic/devicedriven formative assessment strategies in individual
classrooms.
We have recently installed a smart board in every room.
Additionally, we require every teacher to submit
monthly technology plans. Technology has made
learning interactive and understandable to a generation
that "speaks" technology.
As an education service center, we provide PD to
teachers and admins in our service area, and across the
state. In some schools, integration has changed the
fundamental way students learn. In other schools, it had
made little to no real difference. In some cases, there
might as well be overhead projectors, chalkboards, and
'speak-and-spells' in the classroom for all the use
technology is getting.
Expanded the classroom walls of learning. Students see
technology access as more than just gossiping on
Facebook or Twitter; they are beginning to see the more
practical uses of social media for learning.
At the start of the year there was some anxiety among
some of our seasoned staff members. They are slowly
getting on board with our 1:1 implementation. Students
have responded very well and the majority of our
teachers are doing an unbelievable job integrating iPads
into their classroom.
We need more integration. However, technology is only
a tool. Like all instructional tools it is necessary to use
the tool properly to produce the desired results. You can
teach excellent lessons using a chalk board which do all
of the outcomes in question 12 just like using
technology poorly can produce none of the higher order
skills listed in 12. It is not the technology itself which
produces the results but the lesson design which focuses
students on the knowledge and skills required in the
curriculum and which will allow the students to reach 3
& 4. Technology can be a piece of this. It does not
guarantee that everything in question 12 will be
reached.
I have been on board in my current school district since
October. The following has been
implemented since my arrival: Twitter and Facebook
feed for school, Tech Tuesdays that highlight and
promote best practice tech ideas, Online Book Talk
using Edmodo, Using Twitter for PD, Integrating
Google Docs, Participating in Digital Learning Day,
BYOD Pilot, Weekly Email Digest of best practice
education trends. These initiatives coupled with our
awesome staff have provided students with an engaging
education.
25
Table 4: “Why do schools need tech-savvy leaders?”- Posted via Twitter; April 4th, 2013
“I see it as responsibility 2 B advocating 4
“Schools need more tech savvy leaders in order to
provide students w/ the best engaging & relevant
preparing our Ss 4 21st century skills, but
learning environment possible .”
hypocritical if I don't use them #cpchat”
“We need more Tech leaders asking How can I make it
happen rather than saying Why I can't make it
happen.”
“It's our job as tech leaders to serve kids 1st, staff 2nd;
not to be the digital police”
“How can leaders lead the way into the 21st century if
they themselves are not equipped as tech leaders?”
“To break down walls, to open up our minds and to
expand our horizons, that is why we need tech savvy
leaders”
“The world has evolved yet schools are stuck in the
past. We need revolution, not evolution in education.”
“We have great deal of success with tech teacher
leaders and students collaborating with admin :) Its
great”
“Without a tech-savvy instructional leader, who would
model the expectation of its use to the school?"
“Do as I say, not as I do", does not exist in education,
tech leaders must lead by example.”
“When it comes to technology, teachers don't know
what they don't know. Tech savs help them find that
out.”
“I'm sure reasons R many & unique, but in many small
rural districts, tech leader & teacher may just be 1 of
many hats #cpchat”
“Tech-savvy leaders need to be ed based too - we
know how to build a community with tech and
teaching”
“We need tech savvy leaders to help teachers prepare
for tech-savvy kids. The world today is much
different.”
“Children come into the world tech-savvy. We have
to keep up with what they are interested with in
order to teach them!”
“Needed because tech must be thought of from a
pedagogical perspective, not as an add on or
jumping on new trends”
“Teachers should be as up to date on technology as
their students. Technology is here to make our lives
easier!”
“A tech-savvy leader knows how tech fits into the
overall academic mission and vision of the
school…and knows how to lead, coach & empower
teachers and staff in using tech in ways that align to
the mission/vision”
“I'd say that a technological world is just the reality
we operate in, and leaders need to be relevant.
“We are in the process of redefining teaching &
learning. Leaders point us in the right direction.
#cpchat”
“Schools need tech savvy leaders to facilitate tech
savvy students toward 21st century greatness.”
“So that we can understand what students are using
and we can talk about how tech can be used to
improve learning”
“Why don't we look to tech savvy students. Involve
students to give #stuvoice and empowerment”
“Tech is the future for ourselves & our students &
we must model the expectation for them; step out of
comfort zone.”
“It is not going away. We can teach responsible use
and pedagogy, or leave it to someone else…Yikes!”
“Lead by example!!! How can we expect teachers
and students to do what we are not willing to do
ourselves!”
26
Appendices:
Appendix A:
Appendix B:
27
Appendix C:
Appendix D:
28
Appendix E:
29
Appendix F:
Appendix G:
30
Appendix H:
Appendix I:
31
Appendix J:
Appendix K:
32
Appendix L:
Appendix M:
33
Appendix N:
Appendix O:
34
Appendix P:
Appendix Q:
35
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