TECHNOLOGY LEADERSHIP

Technology Leadership in Education

Technology Leadership in Education

Introduction

As the number of internet users has increased, universities have begun to rely more heavily on technology in the delivery of course content and instruction; albeit the practice is more established in some curricula (math and science) than others (educational leadership) and has traditionally been utilized from some adult development activities (staff development) more than others (leadership preparation). While there are pedagogical and theoretical issues inherent in the above distinctions worthy of exploration (i.e. Does the use of distance technology encourage skill and drill practice? How do on-line discussion forums contribute to student learning? Can distance technology change teaching and learning?), we, as the authors, do not attempt to fully address these topics in the present article. While we ground the study in the literature and theoretical constructs that both support and raise eyebrows in regard to the use of distance technology in the classroom, our project goal was to lay the groundwork from which future studies can build.

Due to purported beliefs that the use of distance technology has the potential to lead the way in developing more competent technology leaders in schools as well as reform leadership preparation and reaching a more inclusive population of administrator aspirants, we challenged ourselves to make one of the first attempts, through an entirely exploratory process, to determine whether or not distance technology is currently being used to prepare school leaders in educational leadership programs across the USA. The purpose of the study was to outline: whether distance technology is indeed used; what types of distance technology are employed; what goals drive the implementation of distance technology; and what factors inhibit the successful use of distance technology in leadership preparation programs in higher education. Results provide an excellent foundation for continued research in this area expanding exploration into spheres that include looking at longitudinal changes in the use of distance technology, identifying sites for case study research on best practice, learning how technology is used to shape leadership learning, and defining how distance technology might be used to transform leadership preparation.

Burgeoning technology use

Universities have discovered that learning need not dwell inside the confines of the four traditional classroom walls. The internet provides a vital link to information like never before. In fact, “The information and resources offered on the internet, or the Worldwide Web, are becoming a normal part of the academic lives of students in institutions of higher education throughout the United States and the world” (McFerrin, 1999, p. 2). Though the statistics about internet users are constantly changing, it is clear that the number of users is rapidly increasing. According to a study conducted through the National Center for Education Statistics (NCES) Postsecondary Education Quick Information System (PEQIS), during the 2000-2001 academic year, 56 percent of all two-year and four-year Title IV-eligible, degree-granting institutions offered distance courses for any level or audience. College-level, credit-granting distance courses were offered at the graduate level by 22 percent of all ...