“The Preparation and Role of Technology Leadership for the Schools”

This article begins with a historical look at computers to illustrate that while American industry was quick to utilize ever-increasing technology, American’s education system was “very slow to accept the new technologies” (p. 4). When schools did begin to use computers in the 1980s, they did so through computer labs those were used infrequently. Along with the internet boom, school began to have students from kindergarten up becoming computer literate. Essential to technology use in school is the teachers’ ability to use it and teach with It; in order for this to happen, schools must provide technical support to classroom teachers. Ronnkvist, Dexter, and Anderson (2000 ) state, “Effective use of educational technology by classroom teachers is dependent upon having educators confident in the knowledge that there is easy access to technical and instructional support (qtd. In Wright & Lesisko, 2007, p.5). Unfortunately, many districts do not provide enough technology support resources. Most technology support personnel have backgrounds in technology but not in teaching. Educators are not trained to provide their own technology support. The authors suggest “two separate professional certifications or educational specialization…one person is needed who can work with the teaching and administrative professionals in designing technology systems…[and a] second professional, the Network Administrator” (Wright & Lesisko, 2007, p. 12-13) who should be responsible for system maintenance.

Wright, R., & Lesisko, L. (2007). The preparation and role of technology leadership for the schools. Online Submission, http://search.ebscohost.com.ts.isil.westga.edu