1. EDUCATIONAL LEADERSHIP IN TECHNOLOGY:
PREPARING SCHOOL ADMINISTRATORS FOR A
DIGITAL AGE
BY
VIRGINIA E. GARLAND AND CHESTER TADEJA
Chapter 2: Leading Instruction with New Technologies

2. CHAPTER 2: SYNOPSIS
• NETP Goal 1 and 2: Learning and Assessment
• NETS.A Standard 2: “Digital-Age Learning Culture”
• 24/7 technology access
• Social networking tools in instruction
• 21st-century skills
• UDL (Universal Design for Learning), STEM (science,
technology, engineering, and mathematics), and
augmented reality
• Leader survey for Chapter 2 skill sets
•

3. CHAPTER 2: LEADER REFLECTION
Key points in this case study from a senior director of
integrated technology services in a large county office in
southern California:
• Digital learning culture literacy is more than text: it includes sound
and screen as well
• Mobile learning devices transform how and when students learn
• Understanding how today’s children learn, think, work, and live in
a digital world is critical if a digital learning culture is to become a
part of the fabric of school life
• To meet the needs of diverse learners we must utilize and
develop assessment tools for use throughout the year in order to
monitor individual and group learning

4. Key points in this case study from an instructional leader in
Georgia:
• Balanced assessment "diet" for student achievement
• Combination of standardized tests and classroom assessments
• Both types of assessments used to develop accurate picture of a
student’s overall academic achievement
• Classroom assessments are tied into state standards
• Next generation of assessments
• Common Core Standards
• Performance-based assessment
• Integrating critical-thinking skills without lessening creativity
CHAPTER 2: LEADER REFLECTION

5. CHAPTER 2 INTRODUCTION
• Explanation of NETP Goals 1 and 2 and NETS.A Standard 2
• Embedding technology in instructional and assessment practices
• Implementing current technologies in pre-K-12 instruction globally
within the organization
• Connected teaching models, including the use of professional learning
communities
• “Golden Rules to Teaching with Technology” table
• Leveraging social networking technology

6. NETP GOAL 1: “LEARNING: ENGAGE AND
EMPOWER”
Today’s youth already have social networking technology
tools that enable them to connect with almost anyone,
anywhere, any time:
• 21st-century skills
• 24/7 access
• Adaptive learning
• Universal Design for Learning (UDL)
• Impact on STEM professions

7. NETP GOAL 2: “ASSESSMENT: MEASURE
WHAT MATTERS”
“When merged with effective assessment design,
technology can improve the methods of evaluating student
achievement.” (U.S. Department of Education, 2010)
School administrators can harness the improvements in
technology-enhanced testing on three levels:
• aggregate student assessment data;
• evaluate student learning when it occurs;
• involve key stakeholders in using assessments wisely.

8. NETP GOAL 2: “ASSESSMENT: MEASURE
WHAT MATTERS” (CONTINUED)
The effectiveness of educational programs should be
evaluated through the sharing of student test data with key
stakeholders in public schools:
• Formative and summative assessments:
o “Clickers” and other student response technologies
o Social networking tools during instruction
• Linking assessment data to learning resources
• Race to the Top and federal initiatives
• Web-based tutoring

9. NETP GOAL 2: “ASSESSMENT: MEASURE
WHAT MATTERS” (CONTINUED)
• Embedded assessment technologies
• Interactive multimedia simulations
• Measuring essential skills
• Principled-Assessment Designs for Inquiry (PADI):
o Universal Design for Learning (UDL) concepts also allow for technology-
enhanced student assessments to be more accessible to diverse
learners, especially those for whom English is a second language
o PADI is being used by some measurement designers to allow English
language learners (ELLs) and vision impaired test-takers in their states
to answer science assessment items (Zhang et al., 2010)
• Assessment data-sharing

10. ISTE NETS.A STANDARD 2: “DIGITAL-AGE
LEARNING CULTURE”
Allowing teachers to takes risks is one way of ensuring that
instructional innovation will be explored. Today’s digital-age
learning allows others to explore facets of technology that
aren’t necessarily used yet, but could be in the future:
• Principal as collaborator
• Administrator as technology leader:
oStaff development in technology
oDigital-age learning culture

11. ISTE NETS.A STANDARD 2: “DIGITAL-AGE
LEARNING CULTURE” (CONTINUED)
Teachers are faced with a unique situation in today’s
classrooms. On the one hand, they are required to find ways
of teaching every child in that individual’s best learning
modality. On the other hand, teachers are also expected to
address the class as a whole:
• Differentiated and whole group instruction:
oLearning styles in technology
oOne computer per student initiative
• iGeneration

12. ISTE NETS.A STANDARD 2: “DIGITAL-AGE
LEARNING CULTURE” (CONTINUED)
• Closing the digital divide:
• All students should experience for themselves the multimedia aspects of
communicating and sharing ideas with others
• Online and on-ground professional development:
• Technology cannot survive in schools without full integration in
professional practice by all educators, and this must include and be led
by educational administrators

13. CHAPTER 2: TECHNOLOGY LEADERSHIP
SELF-ASSESSMENT SURVEY
• Self-scoring survey
• Based on National Education Technology Plan (NETP)
Goals 1 and 2 (NETP 1.0 to 1.4 and NETP 2.0 to 2.5)
and National Educational Technology Standards and
Performance Indicators for Administrators (NETS.A)
Standard 2 (NETS.A 2.a, 2.b, 2.c, 2.d, 2.e)
• Ratings of 1 or 2 indicate areas of needed professional
growth
• Assessment can also be used to create an
individualized e-portfolio

14. CHAPTER 2: TIPS FOR LEADERS
1. Realize the value of using social networking tools in meeting the
learning needs of the iGeneration.
2. Understand that digital literacy is now media rich, including “sound and
screen”, as well as interactive communication tools.
3. Consider implementing a one-to-one mobile learning initiative in your
school or district.
4. Provide “assessment-centered learning environments” for more
effective formative evaluations of student learning while it occurs.
5. Have a “balanced assessment diet” for students in your school or
district with a mix of formative and summative evaluations.
6. Seek funding for the use of digital-age tools in your school or district
from technology-centered companies such as Dell and Verizon or from
federal subsidies for under-served students.

15. CHAPTER 2: TIPS FOR LEADERS
7. Allow for the differences between the ways in which “digital natives”
and “digital immigrants” communicate in your school district.
8. Foster innovative instructional practices with emerging technology tools
with the assistance of the school’s technology coordinator.
9. Provide virtual or online course opportunities, especially in science,
technology, engineering, and mathematics (STEM) areas, for students.
10. Encourage teachers to use interactive online programs to acquire
free, interactive “lesson starters” in their instruction.
11. Give students opportunities to use the latest presentation tools in
order to create engaging content, such as Prezi or SlideShare slide shows
or GoAnimate videos.
12. Motivate your students with constructivist applications of emerging
technologies, such as augmented reality platforms.

16. CHAPTER 2: TIPS FOR LEADERS
13. Investigate the Universal Design for Learning (UDL) concept of
making learning opportunities available to all students.
14. Prepare your students for STEM professions with the technologies
described in this chapter.
15. Serve the needs of digitally excluded learners with more effective use
of technologies for those students who are disabled, from rural areas,
from low socio-economic areas, or from diverse cultures and languages.
16. Implement both formative and summative uses of new technology-
based assessment tools.
17. Be cognizant of the Family Educational Rights and Privacy Act
(FERPA), which limits the sharing of student assessment data.
18. Consider applying the “Golden Rules for Teaching with Technology.”

17. CHAPTER 2: DISCUSSION QUESTIONS
1. What are some ways in which administrators within your own school
site or district can support both the integration of technology in instruction
and more learner-centered environments?
2. How can professional development be embedded within the contractual
school day in order to provide teacher training in new technologies?
3. Think about how you use technology in your own learning and
professional growth. Then reflect on how students use the same or
different technologies in their social networking. How might teachers
harness the “digital-age culture” of the new generation? Create a visual
chart to illustrate the differences between digital immigrants and digital
natives. Discuss your chart in a group or with a partner.
4. How can student achievement levels and problem-solving skills in
science, technology, engineering, and mathematics (STEM) subject
matters be enhanced with web-based digital tools?

18. CHAPTER 2: DISCUSSION QUESTIONS
5. Why should assessment of student performance be both formative and
summative? In what ways can school administrators be advocates for
“measuring what matters” in your school or district?
6. Analyze the online learning opportunities available to students in your
school or district. Include a discussion of “marginalized learners” and their
access to distance learning networks.
7. At the end of Chapter 2, the leader reflects on the value of creating “a
digital learning culture” with a “one-to-one mobile learning initiative.”
Discuss the availability of Internet access devices to students in your
school or district. How might the access to mobile technology devices by
all students cause a “reinvention of curriculum, teaching and assessment”
practices?