A Quality of Technological Leadership in Education
During the course of the last fourteen years observing and working with many of the technological educational leaders in the province has provided many insights into what constitutes an effective leader. One of the most effective qualities of technology leaders in education is that they are able to build relationships of trust. These relationships are not confined to the jurisdiction alone but expand beyond its boundaries.
It is through these relationships that they develop a shared vision that permeates the jurisdiction as a whole. They are able to communicate this vision to the key decision makers and those key decision makers also adopt that shared vision as their own. They see the big picture and are able to provide direction in formulating goals that are readily adopted by those around them. These leaders are very adept at planning to meet those goals and have the necessary authority to see that technological innovations are implemented.
Working as a team with jurisdiction staff and students they develop a common collaborative vision. When necessary they look for external experts and consultants to provide insight into what could be possible. These experts are also involved in the visioning process to provide more in-depth knowledge to speed up the process of change. The leader recognizes that no one person has all the answers, so knowledge is a group activity. This common collaborative vision provides direction in the planning for technology and its use in education. Collaboration is one of the key aspects that characterizes the process of change.
Leading in a culture of change means creating a culture (not just a structure) of change. It does not mean adopting innovations, one after another; it does mean producing the capacity to see, critically assess, and selectively incorporate new ideas and practices-all the time, inside the organization as well as outside it. (Fullan, 2001, p. 44)
With technology change is inevitable and the adoption of new technologies in the teaching process across a jurisdiction requires that there be communication amongst all stakeholders. The technology leader has the capacity to listen and learn from others, to assimilate ideas and concepts of a shared vision, and is able to teach others the ideas and concepts that are important. All of this is done through the personal relationships that have been built.
The leader has an infectious passion for technology. They actively search for innovative educational practices and are able to apply those practices effectively which leads to the acceptance of that person as a technological leader amongst peers. The technological leader must also be critical of those same innovations and be ready to fully support those that are truly valuable for learning as well as avoid those that may not prove to be of use.
If passion is an essential leadership trait, then coupled closely with it must be prudence and practicality. (Carey, 2005, p. 6,)
The technology leader has a passion for innovation and through the building of relationships of trust is able to develop a shared vision by working collaboratively, by being an effective communicator, and continually learning from those around them. They are truly able to bring about change in a jurisdiction.
References
Carey, D. (2005) Some Reflections on Leadership. CIO Canada. November 13(11) p. 6.
Fullan, M. (2001). Leading in a Culture of Change. San Francisco: Wiley & Sons. p. 1-135.
During the course of the last fourteen years observing and working with many of the technological educational leaders in the province has provided many insights into what constitutes an effective leader. One of the most effective qualities of technology leaders in education is that they are able to build relationships of trust. These relationships are not confined to the jurisdiction alone but expand beyond its boundaries.
It is through these relationships that they develop a shared vision that permeates the jurisdiction as a whole. They are able to communicate this vision to the key decision makers and those key decision makers also adopt that shared vision as their own. They see the big picture and are able to provide direction in formulating goals that are readily adopted by those around them. These leaders are very adept at planning to meet those goals and have the necessary authority to see that technological innovations are implemented.
Working as a team with jurisdiction staff and students they develop a common collaborative vision. When necessary they look for external experts and consultants to provide insight into what could be possible. These experts are also involved in the visioning process to provide more in-depth knowledge to speed up the process of change. The leader recognizes that no one person has all the answers, so knowledge is a group activity. This common collaborative vision provides direction in the planning for technology and its use in education. Collaboration is one of the key aspects that characterizes the process of change.
Leading in a culture of change means creating a culture (not just a structure) of change. It does not mean adopting innovations, one after another; it does mean producing the capacity to see, critically assess, and selectively incorporate new ideas and practices-all the time, inside the organization as well as outside it. (Fullan, 2001, p. 44)
With technology change is inevitable and the adoption of new technologies in the teaching process across a jurisdiction requires that there be communication amongst all stakeholders. The technology leader has the capacity to listen and learn from others, to assimilate ideas and concepts of a shared vision, and is able to teach others the ideas and concepts that are important. All of this is done through the personal relationships that have been built.
The leader has an infectious passion for technology. They actively search for innovative educational practices and are able to apply those practices effectively which leads to the acceptance of that person as a technological leader amongst peers. The technological leader must also be critical of those same innovations and be ready to fully support those that are truly valuable for learning as well as avoid those that may not prove to be of use.
If passion is an essential leadership trait, then coupled closely with it must be prudence and practicality. (Carey, 2005, p. 6,)
The technology leader has a passion for innovation and through the building of relationships of trust is able to develop a shared vision by working collaboratively, by being an effective communicator, and continually learning from those around them. They are truly able to bring about change in a jurisdiction.
References
Carey, D. (2005) Some Reflections on Leadership. CIO Canada. November 13(11) p. 6.
Fullan, M. (2001). Leading in a Culture of Change. San Francisco: Wiley & Sons. p. 1-135.
