Educational Leadership and Planning for Technology

by Anthony Picciano

Overview

Technology in schools has evolved from the predominance of stand-alone computers to a blend of computer, media, communications, and other forms of technology dominated by the ubiquitous Internet and World Wide Web. In addition, K-12 education has evolved into a much more outcomes-driven enterprise that depends upon technology and data to perform many of its basic functions.

The newly revised fifth edition of Educational Leadership and Planning for Technology provides educators with both the theoretical and the practical considerations for planning and implementing technology in today’s schools, with an emphasis on the total application of technology including both administrative and instructional uses. Designed for preservice and inservice educators such as administrators, teachers, technology coordinators, and media specialists, this fifth edition text builds a strong foundation from which educators may provide informed leadership and become agents for realizing the powerful potential of technology in their schools.

"I have used the textbook in teaching my course, Leadership in Educational Technology, in an online format the past four springs. I began the course and found this text to be the best available. I am still of that opinion." —Patrick Durow, Creighton University

"I have used this text primarily because of it's accessible writing and it's completeness of coverage. I do not use many texts in my teaching, so it is a compliment to any author when I can use their work in my courses." —Steven Smith, Northern Kentucky University

Product Details

ISBN-13:	9780137058228
Publisher:	Pearson Education
Publication date:	05/13/2010
Series:	Pearson Custom Education Series
Edition description:	New Edition
Pages:	336
Product dimensions:	7.30(w) x 9.00(h) x 0.70(d)

About the Author

Anthony G. Picciano is the author of nine books in the fields of educational leadership, technology, and research methods, including Blended Learning: Research Perspectives (Sloan Consortium, 2007) and the Educational Research Primer (Continuum, 2004). Picciano is a professor in the Education Administration and Supervision Program in the School of Education at Hunter College. He is also a member of the faculty in the Ph.D. Program in Urban Education, the doctoral program in Interactive Pedagogy and Technology, and the CUNY Online BA Program in Communication and Culture at the City University of New York Graduate Center. His teaching specialties include educational technology, organization theory, policy, and research methods.

Table of Contents

SECTION I Basic Concepts and Foundations

1 Introduction to Technology and Planning

Purpose

The Potential in Primary and Secondary Schools

The Beginning Years

Steady Progress in Administrative Systems
Instructional Systems Show Promise

The Need for Planning

The Systems Approach

Organization

Summary

Key Concepts and Questions

Suggested Activities

References

2 Basic Concepts of Planning

Planning Fundamentals

Schools as Social Systems

Evaluating the Bottom Line: The Social Process and Rational Models

Common Elements of Educational Planning

Comprehensiveness

Collaboration

Commitment

Continuity

Planning for Technology

Taking a Positive Attitude to Evaluation

Administrative and Instructional Applications

Planning for Administrative Applications

Planning for Instructional Applications

Case Study

Summary

Key Concepts and Questions

Suggested Activities

References

3 Technology, Learning, and Equity Issues
Technocentric Education

When Should Computer Education Begin?

Special Education

Gender Issues

Digital Divide Issues

Case Study

Summary

Key Concepts and Questions

Suggested Activities

References

SECTION II Technology in Action

4 Technology for School Leadership

Knowledge Is Power

The Age of Knowledge

Databases

Electronic Spreadsheets

Office Automation

Specialized Administrative Applications

Integrating It All Together: Data-Driven Decision Making

Case Study

Summary

Key Concepts and Questions

Suggested Activities

References

5 Wisdom and Data-Driven Decision Making

Defining Data-Driven Decision Making

Information Infrastructure

Hardware for Effective Data Management and Access

Software for Data Management and Analysis

People, Decision Making, and the

Social Nature of Information

The Data Analyst

Data-Driven Decision Making Applications

School Enrollment Projections

Improving Teaching and Learning

The Anatomy of a Survey

Evaluation and Nurturing the Process

Summary

Key Concepts and Questions

Suggested Activities

References

6. Technology in Instruction

Instructional Computing: A New Beginning

Instructional Computing: Some History

A Brief Review of the Research

Defining Technology’s Role: A Touch of Philosophy

Classification Systems and Definitions of Terms

Instructional Software Tools

Instructional

Basic Technology Tools

Word Processing and Desktop Publishing

Spreadsheets

Databases

Electronic Encyclopedias and Reference Works

Specialized Tools and Probeware

Electronic Textbooks (EBooks)

Learning Tools

Drill and Practice

Tutorials

Simulations

Instructional Gaming, Problem Solvingand MUVEs

Programming and Authoring Tools

Programs

High-Level Programming Languages
Authoring Languages
Integrated Learning Systems
Multimedia: A Brief Word
Data Communications
Curriculum Integration and Planning
Case Study
Summary
Key Concepts and Questions
Suggested Activities
References

7 Multimedia in Education
Multimedia Defined
Multimedia for Multiple Intelligences
Multimedia Literacy
Multimedia Technology

Five Levels of Digital Media

The Evolution of Video Technology

Videocassette

Analog Videodisc Technology

Digital Versatile Disc Technology

Multimedia Software

Authoring

Image, Video, and Sound Editing

Digital Animation

Multimedia for Teaching and Learning

Multimedia Resources and Copyrights

Media Distribution Systems - Whiteboards

Case Study

Summary

Key Concepts and Questions

Suggested Activities

References

8 Data Communications, the Internet, and Educational Applications
Data Communications in the Schools

The Internet

A Brief History

The Internet Today

The Future of the Internet

The World Wide Web

Protocols and Client Servers

Uniform Resource Locator (URL)

Web Browsers and Search Engines

Commercial Online Services

Applications on the Internet

Multimedia and the Web

Designing Multimedia for Web-Based Learning

Desktop Videoconferencing

The Internet and Education

Global E-Mail

Information Navigation

Creating Web Sites

Blogging on the Web

Course Management Software (CMS)

The Internet and Distance Learning

Summary

Key Concepts and Questions

Suggested Activities

References

9 Distance Learning
Distance Learning Defined

Distance Learning Technologies: An Overview

Blended Learning

The Extent of Distance Learning in K-12 Education

Designing Instructional Materials: A Comparison of Distance Learning Technologies

The Interactive Videoconference

Asynchronous Learning Using the Internet and World Wide Web

Blended Learning Course

Distance Learning Providers

Distance Learning: Some Issues

The Future of K-12 Distance Learning

Case Study

Summary

Key Concepts and Questions

Suggested Activities

References

SECTION III Planning and Implementation

10 Hardware and Software Evaluation

Decisions, Decisions, Decisions

A Look at Hardware

A Look at Software

Hardware Evaluation Criteria

Performance

Compatibility

Modularity/Expandability

Ergonomics

Software Availability

Vendor

Cost

Software Evaluation Criteria

Efficiency

Ease of Use

Documentation

Hardware Requirements

Vendor

Cost

Issues in Evaluating Hardware

Evaluating Hardware for Administrative Applications

Evaluating Hardware for Instructional Applications

Mainframes and Servers

Bulk Purchasing, State Contracts and Life Cycles

Issues in Evaluating Software

Administrative Software Evaluation

Instructional Software Evaluation

Open Source Software

Software Life Cycles

Case Study

Summary

Key Concepts and Questions

Suggested Activities

References

11 People, Technology and Professional Development

A Long Way to Go

The Professional Development Planning Model

Who Learns?

Different Alternatives for Different Needs

Designing and Implementing Effective Staff Development Programs

Hands-On Activities

One-on-One Coaching

Training the Trainer

Teachers Need Equipment, Too!

Incentives

Evaluation and Review

A Continuous Process

Resources

Case Study

Summary

Key Concepts and Questions

Suggested Activities

References

12 Facilities, Policies and Procedures
Getting Bigger

Staffing and Administration

Central Laboratories

Physical Environment

Facilities for Administrative Applications

Facilities for Instructional Applications

Data Communications Facilities and Information Infrastructur

Hardware Maintenance

Making Repairs

Providing Preventive Maintenance

Upgrading

Software Maintenance and Distribution

Policies, Procedures, and Documentation

Policies

Procedures

Documentation

Security

The Helping Place

Case Study

Summary

Key Concepts and Questions

Suggested Activities

References

13 Financial Planning

Technology Can Be Expensive

The Cost-Effectiveness of Technology

A Time Line for Financial Planning

The Budget Worksheet

A Budget Modeland Total Cost of Ownership

Special Considerations of Budgeting for Computer Applications

Opting for Centralized or Decentralized

Computer Facilities

Hiring a Consultant

Standardizing on a Common Vendor

Hardware First, Other Needs Later?

Choosing a Purchasing Plan

Sources of Funds

The School District Budget

Bond Issues

Governmental Entities

Gifts and Grants

Case Study

Summary

Key Concepts and Questions

Suggested Activities

References

Epilogue

Appendix A Basic Concepts of Computer Technology

Appendix B Educational Leader Competencies

Appendix C Instructional Software Evaluation Factors

Glossary

Index

Preface

The purpose of this book is to provide educators with both the theoretical and the practical considerations for planning and implementing technology, particularly computer applications, in schools. Basic concepts of technology and planning that use systems theory are presented. Emphasis is placed on the importance of the total application of technology as opposed to any individual component, be it hardware, software, facilities, personnel, or finances. The book is meant to form a foundation from which educators will provide leadership and become agents for realizing the powerful potential of technology in their schools.

The material is designed for practicing administrators and other educators such as teachers, computer coordinators, and media specialists who are involved in initiating and supporting technology in their schools. This book is most appropriate as a text in a preservice or in-service course on planning technology applications designed primarily for school administrators.

ORGANIZATION

This book is divided into three sections: I, Basic Concepts and Foundations; II, Applications; and III, Planning and Implementation. Although each chapter can be read independently, the material is meant to be read sequentially chapter by chapter. Following the text, several supplemental sections are presented for reference: Appendix A is a review of basic computer concepts and terminology; Appendix B is a list of educational leader competencies; Appendix C serves as a checklist to help educators evaluate instructional software; and the glossary provides a quick reference for technical terms used in the text.

Section I: Basic Concepts andFoundations

This section provides the basic concepts and foundation material for an overall understanding of the themes and major issues related to planning for technology in schools and school systems. It is directed specifically to those who are or will be leading their schools in planning for technology. This section concludes with a chapter on pedagogical and social issues related to technology that should be considered as part of the planning process. Readers who are not familiar with basic computer concepts or terminology should review Appendix A before proceeding beyond this section.

Section II: Applications

This section provides five chapters on the nature of computer applications used for both administration and instruction. Although similar in some respects, enough differences exist in the nature, design, and policies associated with administrative and instructional applications that they require separate treatments. This section devotes three chapters to discussions of newer technologies such as multimedia, the Internet, and distance learning.

Section III: Planning and Implementation

This section presents specific material on the primary components of planning for, and developing, technology applications in schools. Entire chapters are devoted to the five components of every computer application: hardware, software, staff development, facilities, and finances. Section III is also designed to provide practical information on evaluating and implementing these components.

Epilogue

This is a brief conclusion to this book and reemphasizes the need for administrators to look to the future and to integrate technology into their visions for their schools.

End-of-Chapter Activities

Each chapter concludes with key concepts and questions, suggested activities, and/or case studies. These are provided to stimulate thought and discussion on the material presented. They also attempt to relate the material to situations that exist in schools. The case studies, although having some basis in fact, are fictitious and designed to put the reader in the position of leaders having to make decisions about computer technology and related issues. Reference lists are also provided at the end of each chapter.

NEW IN THIS EDITION

The third edition of this book differs from the previous edition in several ways.

• All chapters have been revised to reflect current thinking and advances in technology as applied to education.
• A new substantive chapter has been added on distance learning, especially as related to World Wide Web-based delivery.
• The suggested activities at the end of each chapter have been updated to make greater use of the Internet and World Wide Web.
• The last chapter in the previous edition has been deleted and replaced by a brief epilogue.
• The previous Appendix B has been deleted and replaced by a list of educational leader competencies needed in planning, developing, and implementing technology in schools.

DEFINITION OF TERMS

Technology is a general term that can be applied to a variety of administrative and instructional applications involving calculators, overhead projectors, telephones, television, and so forth. In this book, technology refers primarily to computer and computer-related technologies such as data communications, interactive video, and digital television.

School districts sometimes are referred to as small, medium, or large, depending on their enrollment:

• Small: fewer than 600 students
• Medium: 600 or more and fewer than 25,000 students
• Large: more than 25,000 students

School districts in the United States generally are governed by independently elected or appointed boards of education with the power to raise taxes and issue bonds. Some districts, particularly those in urban areas, are governed by other governmental entities such as a municipality, from which they receive an operating budget. Unless otherwise noted, references to school districts include all school districts. In some cases, the term municipally governed is used to refer specifically to those school districts described earlier.

Editorial Reviews

I have used the textbook in teaching my course, Leadership in Educational Technology, in an online format the past four springs. I began the course and found this text to be the best available. I am still of that opinion.

From the Publisher