A Rowboat, a Butterfly, and a Superhero:
All Parts of One Body
For me,
it is hard to imagine a world of constantly-evolving technology without feeling
a twinge of fear about the chaos that surrounds it and lives within it,
especially in education. Understanding chaos
theory, itself, has helped me come to terms with the random ripples and
rebounds technology creates. Chaos
theory, known by most as the butterfly effect, is defined as the “sensitive
dependence on initial conditions, where a small change at one place in a
deterministic nonlinear system can result in large differences to a later state”
(Collins English Dictionary, 2003). In other words, if a butterfly flaps its
diaphanous little wings here in the United States, the whisper of a wave it
creates could begin to ripple, causing a hurricane some time later in another
part of the world. That is not a very
comforting hypothesis; however, the belief that we are all connected to
everything and everyone in the world – maybe the universe – makes me feel part
of something. When we work, even a
little, toward something positive, the outcome could be great in
magnitude.
This theory can be used to address
much of what we do as technology leaders.
It speaks to the power of good leadership, it dispels fears about staff
development plans, and it helps synchronize tasks like purchasing hardware and
software.
I
believe the most important characteristic of a leader is integrity. Leaders who do not use their powers for good
are not superheroes. They are something
much less respectable. Little decisions
can have alarming consequences, if not right away, then certainly sometime,
somewhere in the future. For example, a
small pebble thrown down the side of a mountain will bob, weave, and hop its
way to a final destination, gaining size and velocity on its way to becoming a
deadly natural disaster. A leader who makes
choices for self and others based on an immoral premise will cause harm to the
earth and others, all of which are connected.
Along with having superhuman
positivity and good values, a leader should think about trajectory. It is the leader’s job to get everyone on
board and “rowing in the same direction” (Boylan, 1995). The school’s vision and mission, followed by
a technology plan that reflects shared values, should direct your sail. Leaders who are sensitive to change and fear
the random paths technology integration takes will choose to depend on initial
conditions and repeat familiar tasks.
These are the Clark Kents. They
are not ready to flap their wings, or even raise them. Until they can put on the cape, they are not
ready to fly. Nothing will happen.
A
technology director may prefer to work in isolation. While important parts of the job get done
during interruption-free time, there is a greater mission being
compromised. Most people have had a
negative experience with team or group work, if not committees. This doesn’t mean stop trying. Hall (2008) says it is extremely important
that leaders understand the concept of leading, and he explains the process in
stages called “forming…storming…norming” and “performing.” First, the team is formed. Next is the stormy phase, wrought with
disagreement and emotion. Getting the
third phase right is crucial, because it is where parameters are set and tasks
are assigned, giving the group definition and direction. Finally, Hall (2008) calls performing the “sweet
spot.” It is the synchronous moment when
the team knows it has accomplished the goal it set out to do, and it is
motivating. Picciano’s (2011) Professional Development Planning Model is
explained as a process as well, but it is vital to know that it is a process
that loops continuously. Evaluation and
analysis of staff development goals happen at the end of every cycle in
successfully administered training programs.
See figure 1.
After a vision-driven professional
development plan is up-and-running, a return to initial conditions is a matter
of touching base rather than dependency.
The process becomes the familiar; even though it doesn’t take the same path
twice, its overall direction should remain constant. All stakeholders need to be in the loop! Communicate the vision for technology. Sell the benefits of the plan. “A strong vision can link a person’s job with
that person’s purpose in life” (Boylan, 1995).
All stakeholders will learn technology differently. Openness about adult learning styles and a
calm demeanor when teaching or training will reduce negative wing-flapping
among colleagues. It will keep the boat
floating. That doesn’t rule out getting
a little excited about new ideas and technologies! Excitement motivates, according to Boylan
(1995). It travels a long way.
Lastly, some
IT directors would probably enjoy throwing some hardware over a cliff at
times. Big ripple effect!!! Purchasing hardware and software that play
nice together for any length of time is a source of frustration, and with
budgets being tight, some leaders invest valuable hours recycling old hardware
and downloading free software on multiple machines with many different
operating systems. (Set aside the wireless network, interactive databases, the
Web site, etc.) This is not time
well-spent since the current focus in most educational institutions is
integrating technology with curriculum.
Not all IT people have the luxury of a technology integration specialist
to fulfill that need, so they become weary, and educators get left holding the
bag – or the computing problem – while students squirm. If chaos theory holds true, we are all
atomically connected with each other and the environment, and an
electromagnetic chain of events is about to begin in the classroom. Now the teacher is distressed. Hardware and software need to play nice
together, and so do people. 1
Corinthians 12:17-20 (KJV) says,
If the whole body were an eye, where would the sense of
hearing be? If the whole body were an
ear, where would the sense of smell be?
But in fact God has placed the parts in the body, every one of them,
just as he wanted them to be. If they
were all one part, where would the body be?
As it is, there are many parts,
but one body.
Picciano
(2011) says either equipment is compatible or it is not. Among other things, he recommends looking for
hardware manufacturers who subscribe to open system architecture. Their hardware specifications are public,
allowing other manufacturers to create compatible products. Before purchasing, consider the total cost of
ownership (TCO), because “maintenance, upgrades, and support costs” are part of
the long-term picture. (Picciano, 2011)
Mostly, even though technology leaders might feel the weight of the
world on their shoulders, there is undoubtedly a school full of smart people
who know the technology standards and their students’ needs. They are some of the best experts. Don’t think of it as giving away
superpowers. Let others be the
kryptonite that energizes an entire movement toward mutual excellence. “Leaders have the responsibility to help
everyone succeed” (Hall, 2008).
Certainly, they are accountable for outcomes. However, with respect to Don Hall, I believe
we can achieve great things for our students if we all spread our wings, just a
little. We can’t control chaos, but wherever two or more are gathered in His
name, we could stop a hurricane.
References:
Boylan, Bob (1995). Get
everyone in your boat rowing in the same direction: 5 leadership principles to
follow so others will follow you. Adams Media Corporation: Holbrook, MA
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
Sensitive dependence on initial conditions. (n.d.) Collins English Dictionary – Complete and
Unabridged. (1991, 1994, 1998, 2000, 2003). Retrieved June 20, 2013, from http://www.thefreedictionary.com/Sensitive+dependence+on+initial+conditions
