Week 15: Redefining EdTech Leadership

Earlier this fall, I wrote a short blog post about what I thought it meant to be a leader in educational technology. After over three months of exploring the role of the EdTech leader in schools and communities, I feel prepared to expand (and modify, if necessary) my previous definition of the EdTech leader, taking into consideration some key advice and leadership strategies I have learned along the way from technology directors, instructional coaches, and even other practicing teachers.

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EdTech Leadership: Strategies & Advice from the Experts

Over the past few months, I have gathered innumerable resources and pieces of advice from technology specialists and practicing teachers alike, each of whom sought only to better prepare me as a pre-service teacher for the critical role of "EdTech leader" in my future school and community. The most recent of these resources was a webinar from the Indiana Department of Education (IDOE) Office of eLearning in which experienced eLearning coaches from across the state describe their greatest wisdom for producing effective eLearning and technology integration. Most of their advice followed overarching themes that have appeared throughout the semester.

For example, Tim Wilhelmus, one of the webinar presenters and an Innovation, Curriculum, and Technology Specialist from Evansville, IN (@twilhelmus), argued that, in order for EdTech coaches to increase their "relevance and reach" among teachers, they must consider their "Why?"--"Why" are we using educational technology and "why" is it crucial for students' learning? In the movie Collateral Beauty, Will Smith's character presents the same question to his advertising team, proving that this concept of the "Why?" transcends far beyond merely education:

https://youtu.be/gGtWNROMHwc

Tim emphasizes that people are looking for something to believe in and something that makes sense, so appealing to both logic and emotion when constructing this "Why?" is crucial. But whether that motivation for EdTech is founded in making students safer, increasing their engagement, promoting equity, or preparing them for the future, the objective should align with that of the larger team of stakeholders. It should be a collective, mutual goal that everyone can support, and one that includes and considers a variety of perspectives. Ultimately, showing empathy for others involved and meeting people where they are will go a long way to cultivating a team that is united, supportive, and much more progressive as a product of their collaboration.

Similarly, Kyle Kline, another webinar presenter and a Math Curriculum and Technology Integration Specialist from Delphi, IN (@MrKline_EdTech), stressed the importance of building relationships and support for teachers throughout their varied journeys with integrating educational technology. As many other EdTech leaders have explained, it is critical that technology specialists show authentic concern and care for teachers; they must prioritize building trust with teachers and making them feel valued, because allowing outsiders into your classroom can lead to a sense of vulnerability and anxiety. It is also imperative to encourage and help foster a growth mindset among both students and teachers, emphasizing that failure is not a state of being and is merely a necessary, universal step on the road to success and improvement. Many teachers will be afraid to embrace changing standards and regulations regarding technology and computer science in schools, particularly if they have trouble mastering the skills themselves. This is also why it is crucial for EdTech leaders to be openly available to meet with teachers and provide in-person classroom check-ins and support. As Kyle points out, you cannot forge meaningful, authentic relationships with teachers if you are never around.

The advice Tim and Kyle gave in this webinar reflect two main, recurring themes regarding effective EdTech leadership: 1) creating one collective "Why?" that motivates your decisions related to educational technology and implicates all voices; and 2) establishing meaningful relationships with teachers by building trust and providing substantial, in-person support. These are two of my primary takeaways from this semester because they truly highlight how important it is for EdTech leaders to not only be knowledgable about the content but also supportive and optimistic members of a team committed to effecting progress through collaboration and collective growth. In other words, being an EdTech leader is about so much more than just "knowing your stuff."

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So...What is an EdTech Leader?

In my previous blog post on the definition of an EdTech leader, I really focused on their diverse technical responsibilities within the school and community, writing

EdTech leaders, simply defined, are those who advise school corporations in how to most effectively and efficiently integrate, manage, and sustain technology in schools... One of their primary roles is, of course, making decisions about the adoption of electronic devices for classroom use. EdTech leaders are responsible for every step in this adoption process, from acquiring funding for the devices to their maintenance after finally being implemented. In order to do this well, these leaders must collaborate to devise a plan for the devices' roll-out and maintenance and perform tests to evaluate the effectiveness of their plans. They must also take steps to ensure that the decisions they make are practical and sustainable for the school corporation. Additionally, EdTech leaders are involved in training students and staff to use the devices safely, appropriately, and efficiently.

Though this explanation is accurate, it seems largely incomplete after recognizing the EdTech leader's additional, non-technological responsibilities as a leader in general. Indeed, EdTech leaders should be, by definition, authentic, supportive, team-oriented individuals who are committed to establishing meaningful relationships with other staff members with the goal of promoting the effective integration and use of educational technology in all classrooms. Equal emphasis should be placed on personality and technical knowledge when considering whether or not an individual is appropriate for a position in EdTech leadership, because without an effective leader, even the best technology plans will crumble. I have learned that teachers need leaders who will motivate and inspire them, not just another techie.

Overall, it is these principles of curating your "Why?" and cultivating meaningful relationships that I will carry with me into my own classroom as both a teacher and an EdTech leader. In both of these roles I hope to align my actions with the objective that drives me and my team and to create authentic relationships with my colleagues and students along the way. I believe that these two ideas will go a long way to effecting the kind of progress I would like to see in schools, and I cannot wait to be a part of it soon.

--Miss Hennings