This document discusses qualities of effective and ineffective technology leaders in schools. It analyzes the technology director and technology specialist at the author's school district. Effective leaders empower users with technology skills and knowledge, model technology use, secure resources and training, and foster other teachers' leadership abilities. The technology specialist interviews teachers for feedback and encourages departmental leadership. In contrast, ineffective leaders lack skills, fail to secure resources or plan training, and don't understand users' needs. Overall, effective technology leaders put users first, take risks to explore solutions, and help others lead with technology.

1. Running Head: Effective and Ineffective Technology Leaders 1
Effective and Ineffective Technology Leaders
Mary Lanham-Bates
University of South Carolina Aiken
On my honor as a University of South Carolina Aiken student, I have completed my
work according to the principle of Academic Integrity. I have neither given nor received
any unauthorized aid on this assignment.
Mary Lanham-Bates October 2, 2013

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Mary Lanham-Bates
Dr. Senn
EDET 746
October 2, 2013
Effective and Ineffective Technology Leaders
Without technology and the special people who create smooth transitions
between users and the hardware and software, schools would crumble and education
would suffer. These transitions do not seem so big to others looking in, but they are
such a major part of daily life within so many school systems today. From a simple
scanning of a student’s identification card to purchase lunch to the computation of a
student’s GPA, technology is the key to a successful school day. Technology leaders
provide daily support that cannot be overlooked; they are good at their jobs and
continue to enhance student learning through effective integration of technology within
the classroom. Just as there are effective technology leaders, there are also leaders
who only often create confusion and mistrust among users. Through observations of
our school district’s Technology Director, Mr. Taylor and a personal interview with Ms.
Bailey, the high school’s Technology Specialist, there are certain qualities that any
technology leader would need to possess and qualities that any technology leader
would need to avoid. Ms. Bailey, our high school Technology Specialist demonstrates
qualities that any technology leader would want to have.
Technology leaders “need to be empowered with the knowledge, skills, and
abilities that technology offers”. If technology leaders do not possess advanced skills,
then they cannot lead and assist others who may lack knowledge. Furthermore
"specific technology-related knowledge is required”, and it must directly relate to the
tools, medium, strategies, and competencies found within this culture. Not only must the
technology leader possess the competencies” to use and evaluate these tools, but
he/she must also have the insight into the impact these tools will have on the future of
organizations. Our Technology Specialist models technology use. For instance, she
demonstrated meeting this empowerment by communicating regularly and effectively to
staff and community using email, liters, and websites. Ms. Bailey’s technology reports
are illustrated with graphs and photos embedded in multimedia presentations. She uses
the district-wide calendar programs for facilities scheduling and managing her own
schedule. Ms. Bailey stated that “[she] is constantly searching for additional technology
courses that would offer her more extensive training that would benefit the teachers”.

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Without technology skills, she noted that the users would not feel comfortable asking
her for assistance since they would feel as though she is incompetent. She believes
that incompetence is the perfect ingridient for disaster and “system breakdown”, as she
describes it. Once the leader is broken, then the users become less willing to try new
technology since they fear failure; therefore, a technology leader must possess
knowledge that is greater than the users. Dr. Pahal, the Informational Technologist for
Nova Southeastern University of Florida, further explains “without the direct participation
and support of an institution's leadership, this power cannot be pushed to its full
potential”. This power creates a ripple effect especially if the technology leader has
communicated the appropriate and accurate details of the resources.
In addition to having knowledge of technology, the technology leader must also
be “one who has the audacity to take a stand on the unpopular or unheard of, takes a
creative position for the well-being of his/her team, empowers others to become a part
of a vision, and exhibits the faith and stamina to effect a change simply because it is
right”. Also, the article, stresses the ability to develop a shared vision for technology
within an organization. This quality is one that I have observed from our district leader.
For example, our district leader, Mr. Taylor was the only person in the district’s
technology committee who vowed to help the football coaches who asked for extra
computers to assist their Division I players study for the SAT and ACT after practice.
They experienced a difficult ordeal just to get their thoughts heard, but he stood up for
these coaches and was successful in allocating ten computers to be used exclusively
for the Division I football players. This is exactly what an effective technology leader
does for the users. Without this powerful voice, several of these Division I athletes
would not have offers from colleges.
Beyond standing up for the users, the technology leader should have the “ability
to nurture the "leader" in others”. This quality is exemplified in Ms. Bailey, for she
constantly encourages requests that the teacher give feedback to other teachers so that
they are more accepting to integrate technology into the classroom. It is not productive
to hold other teachers back from becoming technology leaders within their departments,
coaching staff, or professional learning communities. As Dr. Plan outlines in her article,
“[the technology] leader must take the initiative to try new methods without fear of
failure--an enormous task facing the IT leader when deciding on solutions to
technology-related issues within their scope of influence.” If each teacher feels secure
in using new technology resources, then students will benefit academically since
technology creates innovative learning opportunities that over rigor and complexity.
Furthermore, “organizations, [like school systems] are in need of "bold, visionary […]

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leaders who are prepared for the challenges of the 21st century". Without these
leaders, teachers cannot meet the needs of every student. It is necessary that
technology leaders have the expertise to manage resources and allot time and finances
to create experiences that will yield good results. Likewise, during Ms. Bailey’s
interview she mentioned that without bold insight, the American student lack the
innovative skills needed to secure science, technology, engineering, and mathematical
(STEM) careers. It is the responsibility of the technology experts to foster a love of
technology within our students and take ownership of our technology advancement.
She stated that although our country is making strides within technology that our
country can lose its footing if there is not a strong, innovative approach to technology
integration.
Ineffective technology leaders do not “secure resources to support technology use
and integration in the school.” The technology leader should “provide money and
resources by acquiring the necessary hardware, software, and training.” They may
have the extensive technological knowledge, but do not have a clue when it comes to
securing resources. One aspect of our district technology leader Mr. Taylor is that he
fails to recognize that he “doesn’t want to buy a technology solution; he wants to help
design a functional solution”. Once the design is in place, then the technology
resources will benefit all users and this financial solution will not need to be reinvented.
Furthermore, another example of an ineffective technology leader is one that doesn’t
“provide a series of professional development sessions that focus on common and new
technologies.” It is also important that technology tools that are easily applied to the
teaching and learning that occur at each grade level. The technology leaders must have
a sincere plan that will address all grade levels so that all users have a clear objective
and goals.
Technology leaders do possess effective and ineffective leaders. There are those
leaders who put the needs of the users first and place their users above themselves.
Also, as noted during the interview, technology leaders must not be afraid to take a
stand for their users as was seen with the dilemma about the Division I map. Also, a
technology leader must not be afraid to take risks and to explore various options to see
which works the best for the computer users. Above all the other examples given by
Ms. Bailey is the idea that all effective technology leaders must be willing to foster
leadership among their teachers. Teachers who feel a sense of connection and validity
are more trusting and confident to venture out and try new, innovative technology. It is
extremely important that all technology leaders, whether they are technology specialists,
administration, district leader, or technology committee member, take the time to

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understand the intricate nature of technology within school systems.
References
Bailey, D. (2013, September 27). Personal Interview. Technology Specialist, Saluda
High School.
Pahan, Debra. (2010). “Effective leadership--an IT perspective”. Online Journal of
Distance Learning Administration, Volume II, Number II.
Taylor, D. (2013). Personal Experience. District Technology Director, Saluda County
Schools District Office.

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