166 TECHNOLOGY FOR PREPARATION PROGRAMS
I:D,E), and managing the research-based design and implementation of a technology based
learning environments (NETS*A, I:D,E).
Learning and Teaching
The second key area for a course in educational technology leadership is technology
leadership for learning and teaching (NETSA, II:A-E)(ISTE, 2001). Candidates should
demonstrate the ability to assist teachers in using technology to access, analyze, and interpret
student performance data, and guide teachers in the process of using these results to design,
assess, and modify student instruction appropriately (NETSA, II:A,C). The candidate should
be able to work with instructional technology staff to collaboratively design, implement,
support, and participate in professional development for all instructional staff that
institutionalizes effective integration of technology for improved student learning (NETSA,
II:A-E). Tthe candidate must also demonstrate competency in assessing and/or setting
processes for selecting and managing distance learning systems and/or course management
systems for instruction and training applications (NETSA, II:B) as well as being able to
generally merge instructional objectives with technology resources (NETS*A, II:C,D).
Productivity and Professional Practice
The third key area for a course in educational technology leadership is technology
leadership in productivity and professional practice (NETSA, III:A-F)(ISTE, 2001).
Candidates should feel comfortable using productivity software in the administrative job role,
modeling the routine, intentional, and effective use of technology. (NETSA, III:A).
Candidates should demonstrate proficiency with tools such as personal management software,
word processors, spreadsheets, and databases such that in the absence of proprietary software
the administrator can facilitate the development of personnel and student record systems,
budgetary and inventory tracking, and time management scheduling (NETSA, III:A-C, F).
Candidates should understand social networking constructs well enough to oversee the virtual
connection of campus administrators with their peers in other areas of the district, teachers,
and parents. They should use social networking to foster collaboration with community
members and other education stakeholders (NETSA, III:C,E,F). In this construct, education-
based information is disseminated through innovative web-based tools such as websites,
courseware, blogs and wikis to maximize active involvement and real-time data access for all
stakeholders. Administrators must be skilled at digital based decision-making (NETS*A,
III:D). Thus, the ability to locate, synthesize, and evaluate data resources is a fundamental
objective for candidates.
Support, Management and Operations
The fourth key area for a course is technology leadership in support, management and
operations (NETSA, IV:A-E)(ISTE, 2001). Candidates should demonstrate proficiency with
a variety of proprietary systems that maintain electronic records to fulfill a variety of legal
and/or procedural requirements (i.e. attendance history, health profiles, disciplinary incidents,
grade evaluations, class schedules, and teacher evaluations) (NETSA, IV:A-E). They should
be able to manage compatibility issues regarding data transfer between those systems