1) School administrators need expertise in technology to monitor student success, align curriculum and assessments, and encourage effective performance. 2) There is a lack of common technology standards for administrators, but preparation programs are working to better prepare future administrators. 3) Administrators must be competent users of technology like databases, presentations, and videos to effectively implement tools in schools.

1. TECHNOLOGY FOR SCHOOL ADMINISTRATORS
“Expertise in technology has become an essential administrative prerequisite”
(Donlevy, 2004, ¶ 3).
I. Technology for School Administrators Principles/Approaches
To monitor the success of students in the learning environment, as well as align the
student curriculum, instruction, and assessment processes, school administrators need to be
experts in contemporary technology. In regard to technology for school administrator’s
principles/approaches, as the introduction for this study segment alludes: “High Performing
Leaders plan and implement the integration of technological and electronic tools in teaching,
learning, management, research, and communication responsibilities” (Florida educational …,
2005, p. 2). The use of technology for the school administrator constitutes a routine part of the
daily protocol, as the researcher learned from this particular study. With the use of technology,
the school administrator can better encourage effective student performance clarify learning
expectations, and implement feedback measures to ensure participants’ in the educational
process.
II. Technology for School Administrators Information
In consideration of information regarding technology for school administrators, the
researcher learned that in this area of educational administration, a set of common standards for
principals, as well as most all other formal leadership positions in education, remains
conspicuously absent. In response to this primary void, even though differences in leadership
that correspond to roles do exist, the central aspects of the role are basically the same for all
school leadership positions (Interstate school… 1996). Along with numerous strategies

2. currently being utilized to enhance the quality of leadership in the educational arena, extensive
work on revising preparation programs for prospective and school administrators is currently in
progress.
Future school leaders have to be better-prepared for modern administrative roles and
possess technology skills. They must also command a wide understanding of the various ways
technology may be effectively applied throughout the schools. Consequently, as the quote
introducing this study asserts, it is now vital that the school administrator possess expertise in
technology (Donlevy, 2004). As teachers tend to readily participate in areas they consider
meaningful, the school administrator’s leadership may provide essential ingredients to empower
the teacher, along with him/her self to engender a meaningful, decision-making model relating to
effective implementation of technological tools (Rafoth & Foriska, 2006).
III. Technology for School Administrators Generalization
Susan McLester of Technology & Learning relates one particularly potent generalization
regarding the technology for school administrators. “As more than a few of us have observed,”
Mclester points out, “it is not unusual for students to possess the highest degree of knowledge,
competence, and confidence when it comes to computers and the Internet, while the
superintendent possesses the least (Mclester, as cited in Donlevy, 2004, ¶ 2). In an age of rapid
change, technological tools traditionally affect the lives of those in education in numerous
significant ways. Simultaneously, however, the technology consigns new obligations on school
administrators.
IV. Technology for School Administrators Questions
Potential research questions relating to technology for school administrators could
explore an underlying assumption relating to and technology tools common to information-age

3. professionals. Queries could investigate whether school administrators are competent users of
technology tools and information (Donlevy, 2004).
V. Technology for School Administrators Perspective
As the researcher examined the perspective of technology for school
administrators, the knowing came to light that the use of technological tools in preparing a
number of future school administrators proves to be limited. Even though courses may include
lectures, readings, outside research efforts, class discussions, as well as individual or small group
presentations, these activities are not generally conducted in the classroom, utilizing Internet and
presentation software enhancements. As an excessive number of graduate education departments
are not equipped to offer school administrators classes which involve immediate Internet and
database research activities, and/or technological presentations directly within the classroom, the
researcher notes the need to secure this training from other sources (Donlevy, 2004, ¶ 14).
VI. Technology for School Administrators Implementation
In previous experiences, the researcher learned that including routine utilization of
technological tool proved helpful in examining this issue of technology for school
administrators. As technology, evidenced in the day-to-day life of schools, proves vital, school
administrators have no choice but to prepare themselves to know how to effectively utilize
programs designed to prepare future school leaders (Donlevy, 2004). Some of the technological
areas school administrators need to display competence in include, but may not be limited to the
following uses of technology:
1. Internet searching,
2. database researching,

4. 3. accessing video-on-demand/video-streaming resources,
4. demonstrating expertise with Personal Digital Assistants,
5. using presentation software, and
6. other existing and emerging technological capabilities. (¶ 16)
VII. Technology for School Administrators Experiences
Previously, the researcher attended a class that incorporated technology directly into its
program, which provided the researcher the opportunity to enter the workforce better prepared to
meet the technological challenges of the designated position of the school administrator.
Donlevy (2004, ¶ 17) stresses that it is vital that college and university programs which aim to
prepare future educational leaders strive to improve the technological, skills of future
administrators. They, as well as future school administrators need to seize each opportunity to
ensure their technological competence expands and grows (Donlevy, 2004).
VIII. Technology for School Administrators Opinions
Regarding technology for school administrators, not only has expertise in technology
become “an essential administrative prerequisite”, as Donlevy (2004, ¶ 3) stresses, the researcher
asserts, it proves vital all throughout the course of the administrator’s duties. The researcher
contends that as the use of technological tools available to prepare numerous future school
administrators proves to be limited, albeit schools would benefit by ensuring school
administrators are afforded the time and funds to complete courses to help ensure they remain
more technologically savvy than the students.

5. References
Donlevy, Jim. (2004). Preparing future educational leaders: technology standards for school
administrators. International Journal of Instructional Media. Westwood Press, Inc.
Retrieved March 31, 2009 from HighBeam Research:
http://www.highbeam.com/doc/1G1-139212125.html
Florida educational leadership standards understanding and implementing Florida’s new
principal leadership standards. (2005). Florida Department of Education. Retrieved
March 31, 2009 from http://74.125.93.104/custom?
q=cache:0jXkGKj9C1cJ:www.fldoe.org/board/meetings/2
05_01_18/PrincipalStandards.pdf+principal+leadership+standards&cd=1&hl=en&ct=cl
&gl=us&client=google-coop-np
Interstate school leaders licensure consortium standards for school leaders.(1996). Council of
Chief State School Officers State Education Assessment Center. Retrieved March 31,
2009 from http://www.ccsso.org/content/pdfs/isllcstd.pdf
Rafoth, Mary Ann & Foriska, Terry. (2006). Administrator participation in promoting effective
problem-solving teams. Remedial and Special Education. Sage Publications, Inc.
Retrieved March 31, 2009 from HighBeam Research:
http://www.highbeam.com/doc/1G1146893304.html