The story of Pecos Bill is one that
boasts a superhero who singlehandedly wrangles and rides a cyclone that is so
immense, it is noticed by farmers in China, and when it finally subsides, it
throws its rider hard enough to make geographical changes in the earth. There is good reason to call this a tall
tale. It does not fare well in reality.
Andrew
Molnar, Director for Applications for Advanced Technologies, says that
education has become an “infosphere” of learning. (Picciano, 2011, p. 5) If this colossal, swirling mass of digital information
is to be harnessed for the purpose of education, it requires a more realistic approach. The Picciano (2011, p. 4) text calls for a “total
application of technology” rather than one that is made up of components (like
hardware or facilities) stacked one at a time.
With this in mind, it is essential that any school technology effort is front-loaded with comprehensive planning.
Collaboration with all stakeholders ensures full integration and student
success.
I have
met many school administrators who want to ride the tech cyclone alone. They are not Max Seekers (Hall, 2008, pp.
1-9) who gain wisdom from others, but lone heroes of the infosphere who are propelled
by the delusion that knowledge is power, and therefore, it shouldn’t be shared. I have been denied passwords to download new
educational software for student use or to update existing software for compatibility
purposes. It makes teaching digital
media production tricky. More than that,
it denies students the opportunity to use educational applications that might better
engage them in all kinds of learning. (Fake
book, Edmodo, Picasa, ShareMyLesson apps, and digital publishing templates are
only a few of the millions available.)
On the school network, many beneficial sites needed for research are
blocked. This is an ongoing frustration
for students (and me) that causes many to disengage. The worst part of it is not being allowed
access to the technology conversation on any part of the spectrum, input, process
or output. I have seen the technology
plan that is “approved” and submitted for e-rate compensation, but there is no
evaluation process or feedback channel in place. When Picciano (2011, p. 10) says that
top-down implementation builds resistance, it resonates with me. When I am left to troubleshoot problems I did
not cause and cannot fix without support, it angers me.
In the
past I have expressed my disappointment without mincing words. If the journey to leadership begins with a
question (Hall, 2008, p. 8), I am a poor leader by definition. In stressful times, my leadership style
changes; I revert to sage-like behavior and turn people off in a hurry. (Hall, 2008, p. 22) It has served me (and others) well in
pressure cooker situations to be someone who can bark orders quickly and charge
through obstacles to get a problem solved.
However, I haven’t taken much time, until recently, to learn from others
in leadership roles. It is a goal that
will keep me from Pecos Bill-ing my way through my career and will add to the
skill bank I am building to move into a position of technology leadership.
1 Timothy is full of instructions for the church and its people. In Chapter 4 we are reminded not to neglect our gifts, and in Chapter 6, verse 18, we are told to be rich in good works, to share, and not to shore up treasures. Though this can be interpreted literally as a reference to material wealth, it is also referring to our gifts. Shoring up knowledge rather than sharing it for the good of those who are hungry to learn is not a good reflection of Christian behavior.
“Comprehensiveness,
collaboration, commitment” and “continuity” are elements of educational
planning that will make technology integration successful. (Picciano, 2011, p.
29) School systems are tied to the
social processes of the communities and people they serve. Even students – no, especially students –
should be involved in both planning and evaluation processes. It takes a “big
picture” model and the involvement of all stakeholders to keep a
technologically-advanced educational system in the air. (Picciano, 2011, pp.
17-23) If this doesn’t happen, there is
a tall tale that predicts a crash landing with tremendous impact. The schism made by this rather harsh expulsion
from the dying cyclone is later named Death Valley. It’s not a heroic ending.
References:
Hall, D. (2008). The technology director’s guide to
leadership. Eugene, OR: International Society for Technology in Education
Picciano, A. G.
(2011). Educational leadership and
planning for technology (5th ed.). Columbus, OH: Pearson Education
