Here are four common misconceptions that school administrators have about their role as leaders in bringing technology into the classroom:
- “I’ve got to create a plan and stick to it, no matter what occurs.” Unlike other large-scale endeavors for a district–such as building or renovating schools–technology implementation plans cannot be followed too rigidly. Technology changes so rapidly that even multi-year plans must be open to regular review.
- “Creating an acceptable-use policy will provide students, teachers, and staff with all they need to know.” An acceptable-use policy is a valuable framework for discussing how computers can and cannot be used in the school environment. But true leadership entails regular communication about the use of computers and a collaborative approach to sharing information about maximizing the benefits of technology for learning.
- “If I get the teachers trained, the classroom benefits will fall into place.” Teacher comfort with technology is at the core of a successful classroom experience. But formal training classes are only the start of a sustained program that encourages teachers to constantly improve their skills with computers, as well as to collaborate with their peers within their schools and districts and over the web.
- “Having students use technology means that the program is working.” In addition to having students use technology, students must understand why they are using it and how technology is enhancing their ability to obtain, analyze, and present information.