The Role of Educational Technology in Educational Leadership Programs 167(NETSA, IV:A,B). Candidates need experience in creating and accessing data through
mobile computing devices such as personal digital assistants (PDAs) (NETSA, IV:A,B).
Candidates must demonstrate the ability to develop campus technology budgets and allocate
resources among teachers and staff to meet the goals of the technology plan (NETS*A, IV:C-
E).
Assessment and Evaluation
The fifth key area for a course in educational technology leadership is technology
leadership in assessment and evaluation(NETSA, V: A-D) (ISTE, 2001). Candidates must
promote and use technology to assess standards, instruction, instructional styles, learning, outcomes
and outcome-trends to comprehensively evaluate and address teaching and learning(NETSA, V: A-
D). Candidates should use educational technologies to collect data; develop data mining techniques to
assess, disseminate and evaluate trends, to promote and address quality professional development.
(NETS*A, V: A-D).
Social, Legal, and Ethical Issues
A sixth area for a course is technology leadership in social, legal, and ethical issues
(NETSA, VI: A-E) (ISTE, 2001).Candidates should understand and address ethical conduct,
social, privacy, security, equality, literacy, intellectual and etiquette aspects of technology.
(NETSA, VI: A-E). Candidates should promote responsible computing by securing,
allocating and ensuring appropriate resources are assigned to responsible user groups
(NETSA, VI: A). Competency should also be demonstrated in addressing issues such as
acceptable use, copyright law, and other pertinent cyber topics while maintaining a safe and
equitable learning environment for users. (NETSA, VI: A-E).
COURSE MATERIALS
While definitely not in abundance, several good resources are available for professors who
wish to start a course on educational technology for administrators. They include Creighton’s,
The Principal as Technology Leader, and several practical books by Susan Brooks-Young
including the foundational work on technology standards, Making Technology Standards
Work for You: A Guide for School Administrators.
CONCLUSION
This chapter presented new survey findings which indicated that teachers are passing or
have passed administrators in technology adoption for the population surveyed. Previous
studies (Hancock, 2008) indicated that there is a self-observed lack of diffusion of innovation
in technology in administrative practice and preparation programs. The chapter proposes that
this problem can in part be solved by including at least one course on educational technology
for administration in every administration program. The chapter outlines what might be focus
areas and materials for that course. These might not fit the needs of every program, but they
may serve as a starting point for program chairs and their faculties.