Leading Technology-Rich School Districts

Abstract

Superintendents’ instructional leadership is critical to the academic success of school systems. In addition to traditional work complexities, today’s superintendents must navigate rapid and significant technological transformations. In this study, an exploratory sample of “technology-savvy” superintendents was interviewed to ascertain advice about how to navigate the complexities that surround successful district-level technology leadership strategies and mind-sets. Participants highlighted issues such as budgets, professional development, and instructional leadership, and affirmed the value of personally modeling technology use. They also emphasized both personal and organizational risk-taking and shared how communities of practice can help alleviate skill and knowledge gaps.

District Technology Leadership Then and Now: A Comparative Study of District Technology Leadership From 2001 to 2014

“…The data from Group 1 (the 2001-2010 superintendents) were collected and analyzed in 2011 and discussed in previously published articles (McLeod, Richardson, & Sauers, 2015; Richardson et al, 2015; Sauers et al, 2014). The current article focuses on comparing the data on challenges and successes from Group 1 (the 2001-2010 superintendents) with Group 2 (the 2011-2014 superintendents).…”

The change-ready leadership of technology-savvy superintendents

“…Role of school district leaders in the USA Today's superintendents have progressed through teacher, principal and graduate-level credentialing largely absent of any formal school technology leadership training (McLeod et al, 2015). For example, in recent years the graduate courses perceived to have the highest levels of importance to educational leaders were school law, school finance, school community relations and human resource management.…”

“…However, research focused on superintendents who are technology savvy has begun to emerge particularly with regards to advice for other district leaders (McLeod et al, 2015), challenges faced by these individuals (Sauers et al, 2014) and dispositions of these technology-savvy superintendents (Richardson et al, 2015). Additionally, McLeod et al (2015) found that successful technology-savvy superintendents focus on budgeting, professional development, as well as instructional leadership.…”

Facilitating Administrators’ Instructional Leadership Through the Use of a Technology Integration Discussion Protocol

“…The trudacot template includes annotations, related resources, and tips for usage (McLeod & Graber, 2015). First and foremost, administrators and teachers should focus on just one or two sections of the protocol for a particular lesson or unit.…”

“…When it comes to students’ and teachers’ technology integration, administrative use of a discussion protocol can be particularly helpful for facilitating analysis and revision of educators’ lessons and units. The Technology-Rich Unit Design and Classroom Observation Template (trudacot) was created to help administrators and teachers have robust conversations that move classroom technology integration efforts beyond replication (McLeod & Graber, 2015).…”