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TECHNOLOGY FOR PREPARATION PROGRAMSThe Role of Educational Technology in Educational Leadership Programs
Robert Hancock, Becky Sue Parton, MijirINTRODUCTION
Technologies are just another expense until they’re deployed by those who have the vision
to recognize great ideas and the skill to implement them successfully (Prewitt, 2002).
Mehlinger and Powers (2002) indicated, “It is no longer possible for administrators to be both
naïve about technology and be good school leaders” (p. 218). Administrators cannot delegate
responsibility for technology based decisions to subordinates without sacrificing most of their
vision for implementation (Fowler, 1991 & Gibson, 2001).
For this chapter, the authors first present a research basis that indicates a gap in the
diffusion of information technology as an innovation within administrative practice.
Secondly, a proposal is put forth that this problem may in part be solved by the inclusion of at
least one course on educational technology for administration in every administration
program. Ultimately, an outline of course focus areas and materials is recommended.
CONCEPTUAL FRAMEWORK
Rodgers (1963) defined diffusion as the process by which an innovation was passed
through channels over time among members of a social system. School leaders should inspire
a shared vision among all stakeholders for the diffusion of technology throughout the
instructional and administrative elements of the educational unit. They should also ensure the
effective allocation of the financial and human resources necessary to complete and sustain
implementation of the vision (Creighton, 2003). Over the past several years, the principal
author had noted trends in studies which indicated a possible difference in diffusion of
innovation of technology use between administrative and teaching practice (Hancock, 2008).
In essence, the focus of educational technology preparation programs has long been on
instructional technology and teacher education rather than technology for administrative use
(Brooks-Young, 2002). Equal attention has not been given to the development of pre-service
and in-service administration programs, as many colleges and schools of education have not
been attempting to meet the new technology challenges of administration for the information
age (McLeod, Hughes, Richardson, Dikkers, Becker, Quinn, Logan, & Mayrose, 2005). Thus
a new digital divide is revealed—one between the technology skills of administrators and
teachers. By establishing the potential negative impact of not meeting these challenges, and
by providing for a potential systemic remedy of the problem through the incorporation of a
least one course on educational technology into administrative leadership programs, strong
steps could be taken toward bridging the new digital divide.
Robert Hancock,, Southeastern Louisiana University
Becky Sue Parton, Southeastern Louisiana University
Mijir, Southeastern Louisiana University