EDUC 638-Leadership in Technology, Reflective Blog 3

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