MASTER PAPER.docx



Jennifer L. Scheffer Capstone ProjectED671EDDSAThe Impact of the Tech-Savvy School Leader on School Culture Program Director:Dr. Ronald Royer Program Mentor:Dr. Richard LaSalle A paper submitted in partial fulfillment for the degree ofM. Ed. Educational Administration Spring, 2013 Abstract: The 21st century is a transformative era infused with technology and digital resources that are changing society. School leaders are realizing the opportunities that effective technology integration can have on teaching and learning, including instant communication, access to information, open source instructional materials, personalized learning plans, potential cost savings, and increased student motivation, and many are using innovative approaches to meeting the challenges that come along with this integration. Technology rich school environments are developing as a result of leaders who use and understand current technology and the positive impact its effective integration can have on school culture. The purpose of this project is to show a connection between a tech-savvy school leader and their ability to create a positive school culture. The significance of this study stems from the increasing awareness from school leaders that the current and future generations of learners have drastically different needs from previous generations. A tech-savvy leader has a vision of personalized, 24/7, life-long learning for their students. The tech-savvy leader uses their knowledge and understanding of technology integration, along with their leadership skills and influence on all stakeholders, to move the entire school community towards achieving this vision. -114300108585000Through a survey distributed to school leaders via Twitter, 88 school leaders shared their professional views on social networking sites and web 2.0 tools. Highlights from the study showed school leaders are using social networking and web 2.0 tools including Facebook (66%), Twitter (100%), blogs (85%), LinkedIn (60%), Pinterest (41%), and YouTube (88%), for their own professional development. Seventy percent of administrators believe there is a place for Facebook in schools, 88% have school infrastructures, which support technology integration, including wireless mobile devices, and 49% have either 1:1 or Bring Your Own Device policies. This study explores the impact technology is having on school culture and the beliefs and practices of the 21st century tech-savvy school leader. 4572001584960"I would say it's essential to create a culture of innovation in the school. Accept that there will be many successes and some failures, but those failures will drive even more success. Have a solid plan in place that involves all constituents in the process, and ensure the plan has clearly defined outcomes. From a nuts and bolts standpoint I would say ensure the infrastructure is where it needs to be. If teachers do not trust the technology it will not be used." - Ryan Imbriale, Principal of Maryland's Patapsco High School and Center for the Arts and one of NASSP's? HYPERLINK "" \t "_blank" 2013 Digital Principals00"I would say it's essential to create a culture of innovation in the school. Accept that there will be many successes and some failures, but those failures will drive even more success. Have a solid plan in place that involves all constituents in the process, and ensure the plan has clearly defined outcomes. From a nuts and bolts standpoint I would say ensure the infrastructure is where it needs to be. If teachers do not trust the technology it will not be used." - Ryan Imbriale, Principal of Maryland's Patapsco High School and Center for the Arts and one of NASSP's?2013 Digital Principals Acknowledgements: This project could not have been possible without the support, guidance, and encouragement from many educational leaders throughout the country, especially my capstone mentor, Dr. Richard LaSalle. I would like to thank the following individuals for their support and assistance with the completion of this project.Dr. Richard LaSalle- Capstone Project Supervising Mentor, Rivier University Dr. LaSalle has been an educational leader for over thirty years. Richard is currently the Executive Director of the Southeast Regional Education Service Center in Bedford, New Hampshire as well as an Adjunct Instructor at Rivier University where he oversees the Intern Practicum experience for all Educational Administration Graduate students. Richard has worked as a teacher, Assistant Principal, Principal, Assistant Superintendent, and Superintendent of schools. Richard has been a source of inspiration for the past nine months as I have worked towards completion of my degree and New Hampshire Principal Certification. Scott Strainge-Director of Secondary Education, Timberlane Regional School District Scott Strainge is the Director of Secondary Education for the Timberlane Regional School District. I had the privilege and honor to interview Mr. Strainge and gain his perspective on what it means to be an effective 21st century school leader. Scott also assisted in the final editing stages of this project and served as an evaluator for the presentation of the results of my study. Bob Dawson-Assistant Principal, Windham High SchoolBob Dawson, Assistant Principal at Windham High School in Windham, New Hampshire allowed me to visit Windham and learn about his school’s 1:1 laptop initiative and the effects the this integration has had on the culture at Windham High School. Beverly Lannan-Dean of Faculty, Pinkerton AcademyBeverly Lannan, Dean of Faculty at Pinkerton Academy, served as an evaluator for the presentation of the results of the study. Ms. Lannan also served as my supervising mentor throughout my internship experience and has been a constant source of professional support. I would also like to acknowledge the educational technology leaders within my professional learning network from across the globe who contributed to this project. A special thank you to the 88 educators who completed my survey and Retweeted the link to the survey to their followers, as well as those educators on Twitter who responded and/or Retweeted my question, “Why do schools need tech-savvy leaders?” I would like to give a special thanks to Joe Mazza, Eric Sheninger, Patrick Larkin, and Dr. Justin Tarte for taking the time to e-mail, Skype, and talk with me on the topic of tech-savvy school leadership over the past year and for their inspirational leadership and influence in the educational community. Table of ContentsIntroductionResearch QuestionsLiterature ReviewMethodsResultsDiscussionConclusionTables & FiguresAppendicesReferences Introduction:4457700141605“Almost everyone wants schools to be better, but fewer want schools to be different” –Ray McNulty President, ICLE, 00“Almost everyone wants schools to be better, but fewer want schools to be different” –Ray McNulty President, ICLE, The integration of meaningful technology and digital resources has the potential to transform and personalize teaching and learning for all students and educators. Access to digital resources and meaningful integration of these resources into the curriculum can increase student engagement levels and contribute to the development of essential 21st century skills including; creativity, critical thinking, collaboration, communication, problem-solving, information literacy, and digital citizenship (Partnership for?21st Century Skills,?2011). Strategic use of technology in schools can also help effectively track student progress, aid in decision-making, increase communication with all stakeholders, and overcome financial challenges associated with cuts in education budgets at the federal, state, and local levels. The determining factor in leveraging technology to its fullest potential and transform a school culture into the 21st century is the leadership skills and abilities of a 21st century school leader. School leaders who understand and use current technology for their own professional growth and development are able to create positive school culture and are successful in creating student-centered learning environments. Teachers in tech-savvy districts are supported through on-going professional development in technology integration, are empowered to try new technologies to enhance their instructional practices, and are given time to collaborate with their colleagues to develop best practices for effective technology integration. The tech-savvy school leader also builds a technological infrastructure to support the needs of the school community. Twenty-first century leaders are moving their schools forward to best meet the needs of today’s learners and equip them with the 21st century skills they need to succeed in work and in life. -114300905510“If you attempt to implement reforms but fail to engage the culture of a school, nothing will change” –Seymour Sarason00“If you attempt to implement reforms but fail to engage the culture of a school, nothing will change” –Seymour SarasonThere is a growing consensus that school reform is imperative in order to keep pace with the digital natives who inhabit the K-12 education system. As technology continues to rapidly transform every aspect of the way we work and live, a 21st century school leader must use their skills and abilities as a “lead learner” to systematically change a school culture. This reform starts with the primary role of the school leader. The traditional role of a principal serving strictly as a manager who focuses on planning, controlling, and organizing people and resources within a school building or district will not work in the 21st century. The role of a contemporary educational leader is transitioning from maintaining the status quo, and functioning primarily as the central disciplinarian in the school, to a visionary leader who promotes continuous innovation with technology and advocates for a student-centered culture of responsible risk-taking; infused with appropriate technologies to maximize learning and teaching. A growing number of schools are beginning to favor a team-oriented leadership strategy and are moving towards flat organizational structure versus a top-1down hierarchical system Additionally, more school districts are recognizing the positive impact that integrating 21st century technology can have on school culture; in particular in the area of student engagement and motivation. (Connecticut Principals’ Center The Connecticut Association of Schools, 2004, p.?4).Effective school leadership in the 21st century is synonymous with educational technology leadership. Tech-savvy school leaders exemplify the standards and performance indicators for administrators established by ISTE. According to ISTE’s standards for administrators, the tech-savvy leader:Ensures appropriate technologies are integrated into curriculum, instructional strategies, and learning environmentsUses technology to enhance their own professional practice and to increase their productivity and the productivity of othersImplements the use of technology-based management and operations systemsUses technology to plan and implement comprehensive systems of effective assessment and evaluation Understands the social, legal, and ethical issues connected to technology and models responsible decision-making related to these issuesISTE Standards for Administrators, 20124114800297815“We need tech-savvy leaders to help teachers prepare for tech-savvy kids. The world today is much different.”-Beth Still, Scottsbluff, NE00“We need tech-savvy leaders to help teachers prepare for tech-savvy kids. The world today is much different.”-Beth Still, Scottsbluff, NEWhy does the future of education rely so heavily on the ability of the leader to effectively integrate technology into the culture of a school? Because above everything else that goes into leading a school, doing what is best for children is the focus of education. Effective leaders recognize that children matter most, and it is crucial for our children to be able to develop the skills to function effectively in a highly technical, rapidly evolving global society. Tech-savvy school leaders recognize the opportunity that technology integration presents in terms of not only contributing to increased operational efficiency, financial advantages, improved professional development and instructional strategies for educators, but they recognize that effective technology integration into the school can positively impact the culture and climate, creating an exciting and highly personalized learning environment for students. “Assume that changing the culture of institutions is the real agenda, not implementing single innovations.”- Michael Fullan, Six Secrets of Change2This project will answer the question: To what extent does the tech savvy leader impact a school culture?Research Questions:1. What impact does a tech-savvy leader have on establishing a positive school culture? 2. What are the challenges and opportunities facing 21st century school leaders in terms of effectively integrating technology to create a positive culture?3. What is preventing school leaders from moving forward with 21st century technology?Literature Review: Operating in the Dark, published by the George W. Bush Institute, highlights the need for school leadership reform and explores the role states play in using their authority to increase the supply of highly qualified principals best suited to raise student achievement in schools. The report provides a detailed state-by-state comparison and analysis of principal effectiveness standards, preparation programs, licensure, and tenure. The need to recruit and cultivate a pool of talented and effective school leaders is critical, especially considering 40% of the country’s principals are expected to retire by 2014. Although districts hire principals, the state controls the point of entry into principalship through its preparation and licensure of school leaders (AREL State Policy Project |?Bush Center,?2013, p. 7).Currently, the United States faces a shortage of high-quality school leaders, even though research shows that 25% of a child’s academic success is linked to the principal. Principals oversee the hiring, development, and management of teachers who account for the largest share of a school’s impact on student learning. Because principals manage the teaching force, they are the ones that are best positioned to ensure that every student has a great teacher year-after-year (AREL State Policy Project |?Bush Center,?2013, p. 7).Despite the demanding and complex job of a school principal, Operating in the Dark discovered states are not exercising proper oversight in the recruitment, training, and licensure of principal candidates, nor are many states able to provide basic yet critical data regarding the number of people graduating from state-approved principal preparation programs. Additionally, most states were unable to provide information about how newly hired principals performed on the job once hired. Approximately 73% of states lack information on principal job placement rates based on preparation programs, retention rates, and on the job effectiveness as measured by evaluation and student achievement. 3Despite the states’ inability to track data relevant to tracking effective school principals, the report did show that 47 states do set leadership standards that define what successful principals do to improve student achievement. Thirty-two states use ISLLC or a modified version of ISLLC standards, 18 states develop their own standards, 2 states use other standards, and 4 states do not have any leadership standards. (AREL State Policy Project |?Bush Center,?2013, p. 13).3429000-49022000Although most states do have leadership standards, many programs studied reflect out-of-date notions as to what the growing body of research suggests the essential skills and behaviors of effective leadership should encompass:34290008890“A tech-savvy school leader knows how technology fits into the overall academic mission and vision of the school and knows how to lead, coach, and empower teachers and staff in using technology in ways that align to the mission/vision.” -Will Deyamport, MSEd00“A tech-savvy school leader knows how technology fits into the overall academic mission and vision of the school and knows how to lead, coach, and empower teachers and staff in using technology in ways that align to the mission/vision.” -Will Deyamport, MSEdRecruiting and selecting teachersDeveloping and supporting teachersAssessing and rewarding teachersImplementing data-driven instructionDeveloping a positive school culture (AREL State Policy Project |?Bush Center,?2013, p. 15). Current preparation programs are limited to institutions of higher learning that do not take into account the latest research findings in their design. Suggestions for states to improve preparation programs include:Develop clearly defined principal competenciesStrategically recruit highly qualified candidatesEstablish a rigorous screening process for entry into a principal preparation programProvide relevant coursework taught by seasoned and successful school leader practitionersIncorporate authentic learning experiences in real-world school settingsEnsure graduates develop mastery of competencies In the area of licensure, it is suggested that states must transition from input-based requirements; such as years of teaching experience and degrees, which are not necessarily indicators of principal effectiveness in light of emerging research on the skills necessary to ensure success, and instead focus on performance-based assessments which measure the complex skills school leaders must possess to positively impact student learning. In order to renew their license, it is suggested that states should4base their renewal decisions on job performance, including the principal’s impact on student achievement, and not renew the license of those principals who continuous earn poor ratings. Current research describing what effective principals do to positively impact student learning must be shared with the states and the findings must be integrated into preparation programs, licensure requirements, principal evaluation, and renewal procedures if our nations schools are to successfully transform into the 21st century. The Wallace Foundation’s, The School Principal as Leader: Guiding Schools to Better Teaching and Learning, describes five key practices that effective principals do:Shape a vision of academic success for all students based on high standardsCreate a climate hospitable to education where interactions are safe and cooperativeCultivate leadership in others so that teachers and other adults contribute to and assume a role in realizing the school’s visionImprove instruction to enable teachers to teach best practices and students learn in a personalized wayManage people, data, and processes to foster school improvement(Wallace Foundation,?2013, p.?4)The findings in this particular study are the results of over a decade of research in the area of improving school leadership. With more than 70 research studies conducted covering a wide variety of topics ranging from how principals are trained, to how they are evaluated, the Wallace Foundation has been able to identify five key areas of effective school leadership and how these areas can be best supported and developed. Running parallel to the finding presented in Operating in the Dark, the research conducted by the Wallace Foundation shows an empirical link between effective school leadership and improved student achievement. Based on the clear connection between an effective principal and student success, there is an increased emphasis on improving school leadership as a major part of school reform. School leaders no longer can operate in isolation, and act as middle managers that simply carry out district rules and regulations and avoid mistakes (Wallace Foundation,?2013, p.?6).Instead, the new vision of a school leader should mirror the type of leader described in Jim Collins’ Good to Great, the lead learner who can cultivate a collaborative team that works together to help the organization achieve its vision. Principals play a major role in creating a collaborative and positive school environment, or a “professional community,” where all stakeholders guide and support one another in improving instruction and increasing student achievement. Research conducted at the universities of Minnesota and Toronto points out those who spread out their leadership responsibilities among influential teachers, staff teams, and 5others in support roles results in better student performance on math and reading tests. Elements of a “professional community” include clear, well-defined learning expectations for children, on-going collaboration among teachers about pedagogy and a culture where it is common for teachers to visit each other’s classrooms for observation and constructive feedback. The result of a school culture where leadership is cultivated in others includes increased motivation among teachers, as well as improvements in student behavior and achievement. As the leader of this “professional community” the effective school principal is intensely focused on increasing student achievement. Effective community-driven school leaders connect directly with teachers in the classroom to monitor performance, support professional development needs, promote an academic environment with high expectations for all students, and eliminate teacher isolation (Wallace Foundation,?2013, p.?11).A principal focused on improved performance and growth in both students and adults spends time in the classroom coaching and commenting on what’s working and what needs to be improved. The focus is on improving instruction. Effective leaders are able to change the evaluation cycle from an annual evaluation to continuous and ongoing informal interactions with teachers. Principals earning high marks on effectiveness make frequent, spontaneous classroom visits, offer immediate feedback, and believe that all teachers, regardless of years of experience, have the ability to learn and grow (Wallace Foundation,?2013, p.?14).In terms of managing data, effective school principals know how to ask the right questions based on the statistics and evidence and use data not only as a means to identify problems, but also as a way to dig deeper and learn how to understand the nature and causes of problems. The most effective leaders know how to “get things done” and use a six-step process when carrying out their most important leadership responsibilities. The principal whose vision is high academic standards for all students would devise a six-step process involving:Planning- mapping out targets for improvement in learningImplementing- influence faculty to do what’s necessary to meet the targetsSupporting- offer encouragement to faculty and students to achieve the targetsAdvocating- challenge low expectations and inadequate funding for special needs studentsCommunicating- ensure families are aware of the learning targetsMonitoring- continuously examine test scores and continue working to ensure resultsEffective principals, who are able to commit a minimum of five years in the same school, are more likely to experience success and have a positive impact on student achievement. High principal turnover rates contribute to a school culture that lacks vision and shared purpose, cynicism among staff about the commitment of a principal, and the inability to move forward and make any meaningful accomplishments. An effective principal, who can offer consistency to a district, and thus have a positive impact on the student learning, has a clear understanding of their job responsibilities, has been provided with high-quality training, was selectively hired, is properly evaluated, and is given on-the-job support they need (Wallace Foundation,?2013, p.?15).6To ensure an effective principal will stay in their district long enough to have an impact, it is just as critical for the principal to engage in ongoing professional development as it is for teachers. School leaders who become “connected administrators” can meet either in person or through virtual communities and forums with other administrator to collaborate on best practices and share resources and strategies with one another in an effort to build a tech-rich and positive school culture. With time being cited as a major factor in preventing the school leader from pursuing meaningful interactions with their colleagues, technology is a way to overcome such barriers (Connected Principals | Sharing. Learning. Leading).Leadership 2.0 is an online community for school administrators, created by principals Eric Sheninger (NJ) and Joe Mazza (PA). Established through the Social Networking Site for Educators, Leadership 2.0 offers resources, forums, discussions, and webinars, which are designed to support professional development in the area of educational technology for administrators. The group supports school leaders who wish to expand their personal network with their peers, help their teachers engage in free, online professional development, motivate students by integrating technology into learning, connect with parents and the community, learn practical ways to get started with social media and which tools are best to use, and learn how to support the responsible use of social media in schools (Leadership 2.0). The Connected Principals blog is another online resource designed to support administrators, not only in the area of technology, but in a wide range of educational leadership challenges and initiatives facing school leaders. These online groups have been created and are supported by successful and tech-savvy school leaders who openly share their insights and expertise. is another online resource that offers support for educational leaders in the area of technology and annually identifies, celebrates, and awards the country’s most tech-savvy school administrators. What types of initiatives in the area of technology are the nations leading administrators pursuing?All twelve of the 2012 Tech-Savvy Superintendent Award winners were celebrated for “exemplifying outstanding leadership and vision in using technology to advance their districts educational goals.” Specific educational technology programs being led by the country’s most tech-savvy leaders included:Project based and blended learning opportunities using technology toolsBring Your Own Device & 1:1 laptop/ipad/Chromebook initiativesCreative approaches to staff development; technology-focused workshops & trainingOnline employment applications and enrollment formsImproved communication programs with teachers, students, parents, & communityVirtual schools, online, and hybrid learning opportunities Integration of social media, web 2.0, & global learning tools; Facebook, Twitter, blogging, podcasting, wikis, Skype, FaceTime, video conferencing, etc. 7Interactive software & hardware; HD surveillance, interactive white boards Technology integration support staff; full & part-time positions Responsible digital citizenship education; for students, faculty, and parentsOnline textbooks, e-books, open education resources, digital portfoliosDigital analytics systems for tracking student data & achievement in real-timeCloud based applications for access to information & improved efficiency; Google docsPersonalized learning opportunities; Google Apps for Education, iPad appsIt is important to note that in the districts where tech-savvy leadership was recognized, the emphasis and goal of the technology integration has been on increasing student motivation and achievement, and that has happened in the districts that were recognized. The leaders featured for their innovative approach to technology believe that students come first, parents are partners in education, collaboration among teachers is essential, and leadership is a shared, school-wide responsibility. Technology integration has led to students who are empowered academically because they are provided with 21st century learning tools. Moreover, equal access to meaningful technology for all students, including those with special needs and economically disadvantaged students is critical, as is preparation for the workplace of the 21st Century. A technology-rich learning environment enhances the overall school experience, generates enthusiasm for learning and a more positive learning environment and school culture for students.Tech-heavy districts not only focused on developing their infrastructure, hiring technology specialists, providing on-going professional development, and responsibly financing the initiatives, but they also developed strategies and measurable outcomes to determine the success of their technology plans. This included increased student achievement measured by increases in standardized test scores, higher student motivation and engagement as observed during classroom visits, walk-throughs, and observations, fewer behavior problems and increased student attendance as shown in office records, better class participation, and greater homework completion as indicated by higher student grade point averages, increased instruction of students with lessons involving higher-order thinking skills as recorded on teacher lesson plans, greater technological literacy skills for students as recorded on the district’s technology assessment, and increased teacher recruitment, enthusiasm, and retention ("Meet our 2012 'Tech-Savvy Superintendent Award' winners | eSchool News")Tech-savvy school leaders are not successful because they have integrated technology into their schools. They are successful because they possess the skills of successful leaders and have developed strategic plans that properly leverage technology to improve their school culture. The skills they possess, detailed in the National Association of Secondary School Principals report Breaking Ranks include: 81. Educational Leadership- The ability to set instructional direction through teamwork and sensitivity towards the perspectives of all stakeholders2. Complex Problem-Solving- Professional judgement, results-oriented, organizational skills3. Communication- Oral and written4. Developing self and others- Encourage and support development in others and recognition of one’s own strengths and weaknessesSuccessful principals focus not only on what needs to be reformed in schools, but address how they go about fostering and leading change through a strategic process involving gathering and analyzing data to determine priorities, explore possible solutions, assess readiness and build capacity, create and communicate the improvement plan, implement the plan, and then monitor and adjust the plan when necessary. A school leader is effective in leading change when they combine the “what” with the “how” and build a team that can put the plan into action and effective practice so all students can learn and grow (National Association of School Principals, 2010). Tech-Savvy School Leaders: A tech-savvy school leader understands the advantages technology presents to their school and works to infuse meaningful technology into the learning environment and is able to create a positive school culture as a result. They are visionary, servant leaders who support and encourage the use technology as a tool to increase communication with all stakeholders, create an environment of connected and shared leadership, and believe that access to technology is conducive to a 24/7 environment of learning for students, teachers, administrators, parents, and the community. Twenty-first century tech-savvy school leaders are innovative, strategic risk-takers who understand the current and future generation of learners whom they are responsible for educating and the digital literacy skill this generation of learners must develop. Educating students on how to safely and appropriate use current technology is the leadership approach used by tech-savvy leaders. Their strategy is to allow students to have access to certain technologies, including social networking sites, and teach students how to leverage these sites as educational tools. In the process, students learn valuable self-management skills as well as the ability to create a positive digital footprint that can contribute to establishing a positive online presence and help them achieve their professional goals. Since students are already using these tools, tech-savvy leaders who understand digital natives create ways to incorporate the tools students are using into the school culture in a positive way. 9Twenty-first Century Learners: Digital natives have the advantage of being born into a world with innovative technologies including Smartphones, tablets, and other personal learning devices, which have the potential to allow self-directed learning to occur anytime, anywhere. Technology use is heavily integrated into the lives of our current learners. The National Association of State Boards of Education reports on the integration of technology in the lives of our schools current learners in their December, 2012 report Born in Another Time: Ensuring Educational Technology Meets the Needs of Student Today –and Tomorrow. The recommendations for states, districts, and schools include ensuring that “every student has adequate access to a computing device and the Internet at school and home, with sufficient human capital in schools to support their effective use,” a school’s technology infrastructure must support computer and Internet access for every student, teachers must receive adequate training on how to effectively integrate technology into instruction and assessment, and schools must develop comprehensive and flexible technology plans which can adapt as technology continues to change. These recommendations all stem from the need to support the learning and achievement of digital natives, our current and future generation of learners, and meet them where there are spending a significant amount of their time. (“Born in Another Time.” NASBE,?2012, p.?11).On average, 13 to 18 year-olds spend more than six hours a day using digital media. Seventy-seven percent of 12 to 17 year olds own cell phones, with 68% of them sending text messages everyday. While talking in person is the preferred method of communication for 49% of teenagers, social media ranks high in the lives of digital natives, with 90% of 13 to 17 year olds using social media; 51% visiting their profile daily and 34% visiting several times a day. Twenty-two percent of teens 13 to 17 years old have a Twitter account, and 68% of 13 to 17 year olds say Facebook is their most frequently used social networking site. Students report using sites such a Facebook and YouTube to collaborate on schoolwork, 30% of 6-8 graders and 46% of 9-12 graders respectively, and 32-39% of students would like their schools to provide tools to communicate with their classmates and teachers, organize their schoolwork, and collaborate with their peers on group assignments. Students also report they would like school-wide Internet access, secure chat rooms, and portals that offer up-to-date access to important school information. Thirty-six percent of students indicated an interest in online learning (“Born in Another Time.” NASBE,?2012, p.?13). With the inherent motivation for students to use and learn with digital resources, it makes sense for a school leader to take advantage of this opportunity and create an exciting, engaging, and student-centered culture, which uses current technology to develop creativity, critical-thinking, collaboration, and communication. District Profiles:A tech-savvy school leader will address the issue of responsible digital citizenship 10through education and modeling for their students and parents what it means to behave online in a safe and responsible manner. Furthermore, a tech-savvy leader recognizes that if properly taught how, students would be likely to use social networking sites to assist in their learning. At Burlington High School in Burlington, Massachusetts, for example, every student has an iPad, and there are clearly defined learning goals for using technology. At Burlington, students will be able to: Employ current technology to investigate, create, communicate, and produceApply a variety of problem-solving strategies; write effectivelyCommunicate orally and read criticallyObtain, evaluate, analyze, and apply dataDemonstrate self-control and respect for all individualsPursue and participate in modes of artistic and creative expressionExhibit responsible digital citizenshipBurlington’s Superintendent of Schools Dr. Eric Conti and Assistant Superintendent Patrick Larkin are two tech-savvy leaders who believe that access to technology in a digital age should not be an issue and that their job as school leaders is to give teachers and students access to the technology that they need and then “get out of the way.” The leadership at Burlington has created a student-centered culture and teachers are empowered to try innovative technologies to enhance instruction. At Windham High School in Windham, New Hampshire, led by Principal Tom Murphy and Assistant Principal Bod Dawson, all students and teachers are issued a MacBook pro. Windham, similar to Burlington, devoted a substantial amount of time in building the foundation for the integration of the technology prior to issuing the laptops to the students. All teachers and students at Windham are required to attend a MacBook “boot camp” technology orientation where they are trained on proper care, use, and integration of the MacBook. Results of the program have been outstanding. Students are able to learn anytime, anywhere, and the school culture is student-centered and built on trust, innovation, and collaboration. Windham also has a strong technology support team that assists students and teachers in whatever technology issues they may have. The Timberlane School District in Plaistow, New Hampshire, is another district, which exemplifies 21st century leadership. Scott Strainge, Director of Secondary Education, explained during a personal interview that as a district leader, he encourages teachers to take responsible risks with innovative technologies. The Timberlane district is piloting technology initiatives at the high school with Kindles and Nooks. The approach to technology integration at Timberlane is to ask the students what types of technology tools will best fit their individual learning needs. 11However, similar to the objectives at Burlington, the goal within the Timberlane district is to allow technology to promote the development of 21st century skills, not simply hand students devices and keep teaching within a 20th century model. “Students have access to virtually every piece of written material known to man-kind available to them on their telephone.” Because the leadership team at Timberlane is tech-savvy, and understands the level of access students have to information literally at their fingertips, they are finding ways to use this fact to their advantage to transform the culture of teaching and learning to reflect the 21st century. The research conducted at Timberlane shows high schools students want laptops, middle school students are being issued Chromebooks, and the iPad is best suited for the elementary level. Timberlane, like many other tech-savvy school environments, is focused on the learning first, and is working to identify which technology tools will most effectively achieve the learning goals and motivate students. Timberlane is so committed to transforming their school culture that the district eliminated traditional mid-term and final exams and created an alternative way for students to demonstrate their mastery of skill and knowledge. While this was initially met with opposition within the school and community, the leadership was able to use its influence to gain the support of key stakeholders of this paradigm shift in education and as a result has been successful in transitioning to a 21st century school that is truly focused on teaching and learning. The leadership in Timberlane supports and encourages collaboration and innovative among their teachers in the area of technology and this can be seen at all levels within the district. The leadership also realizes its decisions impact everyone and therefore is dedicated to clear and open communication. Many other schools and districts throughout the country are looking for ways to create the same type of culture the leaders in Burlington, Windham, and Plaistow have created. Schools are adopting either 1:1 initiatives or Bring Your Own Device policies, or a combination of the two, and are dedicated to leveraging the use of technology in powerful ways to engage and motivate students to learn. As a result of having access to digital resources and technologies, more studies are emerging which show student achievement levels are increasing. The most technology rich schools have tech-savvy leadership who are making technology integration a priority and a central component of achieving their school’s vision. As previously mentioned, it is important to remember that the focus of schools experiencing successful technology integration are not just buying devices and teaching the same old way. These are school districts that focus on the learning objectives first and foremost and then find ways that technology can support the achievement of the learning goals. Additionally, the most successful school initiatives with technology have ongoing support and training for 12teachers so that the tools and devices are being leveraged properly. There are schools that have launched technology initiatives without the proper training, plan, or vision in place and these are schools that are finding themselves with lots of technology, but no real cultural transformation. Tech-Savvy Leadership on the RiseA September, 2012 survey conducted by MMS Education of 200,000 randomly selected teachers, librarians, and principals shows that there was an increase in membership of a social networking site for educational or professional reasons by principals. These statistics show there is an increasing awareness and use of modern technologies among principals throughout the country. Important highlights from the survey include:In 2009, 54% of principals were members of a social networking site versus 76% in 2012.The preferred social networks for principals are:-Facebook (87%), LinkedIn (60%), Twitter (52%), Google + (32%), Ning (13%)Principals were asked about the value of using social networks-71% reported they were very valuable in connecting with friends and family-61% reported very valuable in sharing information and resources-51% said they were very valuable in connecting with professional colleagues-49% said social networks are very valuable for creating professional learning communities-48% stated their value in creating personal learning networks-47% stated they were very valuable in connecting with the local communityThe specific social networks principals are using include: Edmodo (33% visit weekly or more), (41% visit weekly or more), ASCD Edge (53% visit weekly or more), and Classroom 2.0 (17% visit weekly or more)The top five online communities principals are a part of include: Discovery Education Network (25%), Edutopia (25%), Moodle (24%), Blackboard (22%), and BrainPOP Educators (17%). The devices principals are using to access their social networking sites include: desktop computers (46%), laptops (55%), Smartphones (52%), and tablets (47%). The statistics presented in this report show there are a growing number of school administrators who are leveraging the power of social media tools to contribute to their own professional growth and development. The results of the research presented in this study underscore this growing trend of “connected administrators” and the positive impact they can have on teaching, learning, and the school culture as a whole. 13Leadership Analysis:School leaders who understand current technology and are leveraging in their schools are experiencing success in creating positive school culture. The study conducted by MMS, along with the results presented in Born in Another Time, Operating in the Dark, and the School Principal as Leader: Guiding Schools to Better Teaching and Learning, show a strong need for leadership reform in schools today, along with continued support for the professional training and standards of school leaders. All four studies show an empirical link between student achievement and effective leadership. The need for school leaders who can challenge the status quo and transform their school cultures to meet the needs of today’s learners is a central theme throughout all the research presented. The barriers preventing more school districts moving towards a more technology-rich, digital environment are two-fold: 1. Resistance from the leadership in creating a school environment reflective of the 21st century, which includes the integration of modern technologies and digital resources, due to fear, lack of awareness and understanding of the benefits of technology integration, or an unwillingness to take a strategic risk, to go against the status quo and “fight” for the current generation of learners. These may be leaders who are still operating in isolation, do not cultivate an environment of shared leadership and collaboration, or are not using current technologies themselves to further their own professional learning, therefore they lack fundamental understanding of what skills and abilities their students must develop to be successful in the 21st century. They may lack a clear vision for their future of their school. 2. Resistance from key stakeholder groups including school boards, parents, and community members to adequately fund and support creating 21st century school cultures, which have the infrastructure, support staff, training, and devices to allow for a personalized learning environment. Many stakeholders were taught they way may principals were taught, before the influx of modern technologies and digital resources. These stakeholders may have the mindset that because they educational system they went through “worked for them” and that they “turned out fine” that the current generation can go through schooling they way they did. Again, this group lacks the fundamental understanding that school in the 21st century should not look like school did in the 20th century. If we are to remain competitive globally, we must shift our focus in schools on teaching the skills our students will need to be competitive in a global society. Methods:The method used to collect the data was the construction of a survey consisting of 20 questions. The survey had 17 forced-choice questions and 4 open-ended questions. Forced-14choice questions were used to allow for efficiency for respondents as well as for ease in data analysis. Open-ended questions were used to gather qualitative data, which allowed respondents to elaborate on their forced-choice responses. 491490076200The survey was constructed using the social media feedback tool Twtpoll. Twtpoll is a social media feedback tool published by 63 Squares which allows users to create simple, web-based surveys which can be distributed through social media tools such as Twitter. Admittedly, the results of the study may be skewed towards a naturally tech-savvy school leader since the survey was distributed through Twitter and amongst the professional learning network of several tech-savvy school leaders with equally tech-savvy colleagues. However, to answer my question, “Do tech-savvy school leaders have a positive impact on school culture?” It was deemed necessary to send the survey to a group of leaders who would answer the question affirmatively.5486400105410The survey was created and published on February 17th and was available to take via Twitter until March 17th. There were 88 responses total, 1,664 web views, and 214 mobile views. The purpose of the survey was to determine the relationship between tech-savvy school leaders and their ability to create a positive school culture. The survey was shared via Twitter 46 times. The survey received the greatest number of responses when it was Tweeted by Dr. Justin Tarte, Eric Sheninger, and Patrick Larkin. These three school administrators are incredibly active on Twitter and have large numbers of followers. When Eric Sheninger Tweeted the link to the survey, the responses increased from 44 to 81 in a matter of minutes. Clearly, sharing the survey link through Twitter and the strategic selection of well-known, tech-savvy leaders was an effective strategy in gathering responses. The intent of the survey was to determine the level of technology use by the school administrator and whether or not heavy use of technology by the school administrator filtered into the school culture in a positive way. Administrators were asked about their knowledge level of current technology, including social media and web 2.0; specifically Facebook, blogging, Twitter, the technological infrastructure of their school and the role of their technology support staff, mobile computing initiatives, student access to e-mail, the comfort level of their faculty with technology integration, professional development opportunities offered for faculty in the area of technology, and the impact technology integration has had on student learning and the overall school culture. -11430012700000 15Results: When asked to rate their knowledge level of current technology, including their knowledge of social media and web 2.0, on a 1 to 5 scale with 1 being “very little knowledge” and a 5 being “extremely knowledgeable”, 32% of respondents rated themselves a 5, 51% rated themselves a 4, 16% ranked their knowledge a 3, and less than 1% ranked themselves a 2. No respondents ranked themselves a 1. Collectively, 82% of respondents feel they possess a high level of knowledge of current technology, including social media and web 2.0 tools (Appendix A).4114800488950043434001464310Should Facebook be used in school? Should Facebook be used in school? In terms of the specific types of current technology used, respondents were asked to select all that applied from the following list: blogs, Facebook, Instagram, LinkedIn, Pinterest, Twitter, and You Tube and other. Eighty-five percent of the respondents are active bloggers, 66% use Facebook, 60% use LinkedIn, 20% use Instagram, 41% are active on Pinterest, 100% of the respondents are active on Twitter, 89% use You Tube, and 42% selected “other” (Appendix B). When asked specifically about Facebook and whether or not it should be used in schools, a resounding 70% of the respondents said yes, while 30% said no. (Appendix C). Administrators were also asked to detail why they support or oppose the use of Facebook in school. (See Table 1). 0342900“Facebook isn't the problem- educating students and teachers the proper use of social media is. We have a generation that is 'netiquette' illiterate. That is the issue, not the tool. We need to educate them on how to build a positive digital footprint as well as how to be a good digital citizen.”00“Facebook isn't the problem- educating students and teachers the proper use of social media is. We have a generation that is 'netiquette' illiterate. That is the issue, not the tool. We need to educate them on how to build a positive digital footprint as well as how to be a good digital citizen.”The reasons why administrators support or oppose the use of Facebook in school vary, however, there are common factors school leaders cited supporting the use of Facebook in schools including; increased parent communication and the ability to connect with and engage the family, the opportunity to model digital citizenship and teach students how to use a tool like Facebook appropriately in school, and as a means to motivate and engage students to be collaborating with their peers and teachers both in and outside of school. Proponents of the use of Facebook in school believe it is strictly a social tool that causes students to be distracted, there are better social networking tools such as Edmodo that are more school appropriate, and there are safety, privacy, and legal risks involved with Facebook that outweigh any of the educational benefits. 40005001288415Percent of Administrators with a professional Blog0Percent of Administrators with a professional Blog58293001867535161642291003873500In terms of blogging for professional reasons, 59% of the respondents maintain a professional blog while 41% do not (Appendix D). School leaders were asked to share the purpose of their blog and to summarize the impact their blog has on their community. The vast majority of respondents use their blog as a way to reflect, share experiences and resources, and grow as a professional through learning from other within their network of colleagues The impact their blog has on the school community is positive. Through their blog, educational leaders are highlighting the achievements of their teachers and staff, they blog to keep the community abreast of the current events within the school, and they blog to model “writing” as one respondent stated. This particular respondent is using blogging to “process ideas and increasing my understanding of many current topics in the field of education.” Many other respondents indicated that they are just starting or plan to start their blog soon. Blogging, based on the results, appears to be a tool school leaders are using to contribute to their own continued professional development as a school leader. (see Table 2). “My blog shares ways to integrate technology as well as my leadership throughts and ideas. I share my blog with our teachers and administrators. Often teachers will ask me questions about a tool or a way to do something with digital resources, and if I’ve written about it already or compiled resources I simply link them to my blog post of wiki resource page. Having a blog and wiki saves me time in the long run and helps me organize what I have already research and wrote about. “40005001635760Are you using Twitter for professional purposes? 00Are you using Twitter for professional purposes? 42291003556000Not surprisingly, 94% of respondents are using Twitter for professional purposes, while only 6% are not. One hundred percent of the respondents are using Twitter to connect, learn, and share with other school leaders and educators, 51% are using Twitter to communicate with teachers and staff, 30% use it to communicate with students, 35% are communicating with parents through Twitter, 49% are using Twitter to create a positive image for their school, and 35% of school leaders answered “all of the above” for their use of Twitter (Appendix E). 5943600355092017001740005002002155Does your school infrastructure support wi-fi?0Does your school infrastructure support wi-fi?422910051625500School leaders were asked about the technological infrastructure of their school. This was asked to determine to what level the school leader is supporting the use of mobile technologies which are an emerging trend in K-12 education. Eighty-eight percent of the respondents have schools with wi-fi, which supports the use of mobile devices, while only 12% do not (Appendix F). Respondents were asked to identify the types of mobile computing devices their students have access to; 9% are a 1:1 ipad school, 49% have a Bring Your Own Device Policy, 49% have ipad carts, 7% are a 1:1 Mac school, 14% are a 1:1 Chromebook school, 22% of the respondents stated that their students do not have access to mobile computing devices, and 30% answered “other” citing laptop carts, kindles, ipad minis, 1:1 BYOD, ipods, and ipod touches (Appendix G). Despite the high percentage of schools with an infrastructure designed to support mobile learning, and the number of schools adopting various ways to become 1:1 school environments, 68% of the respondents allow students to use cell phones for learning, while 32% do not (Appendix H). A strategic plan to harness the power of student-owned smartphones is an area tech-savvy leaders will need to be willing to explore further in order to continue to move their schools into the 21st 45815251257300Cell phones access0Cell phones accesscentury. 4229100-113157000When asked to identify the types of 21st century skills students were developing, 100% of the respondents reported students are developing communication, creativity, and collaboration skills. Eighty-nine percent reported students are developing their critical thinking skills, 92% are developing problem-solving skills and 10% citing “other” skills including digital literacy and citizenship, global, cultural, and environmental awareness, evaluation skills, and compassion, responsibility, respect, honesty, and appropriate usage (Appendix I).When asked specifically how important it was for students to learn to use current technology including social media and web 2.0, with a 1 being not important at all and a 5 being extremely important, 70% said it was extremely important, 27% ranked the importance at 4, 2% ranked the importance at a 3, and less than 1% said it was not important at all and selected a 1. No respondents selected a ranking of 2. Approximately 97% of those surveyed believe it is important students learn to use current technology, including social media and web 2.0 (Appendix J). Banned Site% of RespondentsFacebook79%Twitter38%You Tube33%Instagram37%Pinterest28%LinkedIn21%While the majority of school administrators surveyed being it is extremely important for students to learn to use current technology, there are still a significant number of current technology tools and specifically social media sites that are banned in schools. When asked to cite the specific sites that were banned at their schools, 80% of school leaders reported Facebook is banned, 38% reported a block on Twitter, You Tube is blocked at 33% of the schools reporting, Instagram is banned at 36% of the schools, 27% ban Pinterest, 20% reported a ban on LinkedIn, and 11% reported “other” citing Wikipedia, however 5 respondents reported that no social media sites are banned at their school (Appendix K). School leaders were also asked about whether or not students have access to e-mail at school. Seventy-two percent reported yes while only 28% reported no (Appendix L). School leaders were asked to report the details on their technology staff. Twenty-nine percent of the reporting schools have 1 full-time technology integrator, 17% have 1 part-time tech integrator, 12% have a tech integration team, 32% do not have a technology integrator, and 9% reported “other.” One respondent reported they have a student help desk and two part-time staff to assist with technology integration, another respondent reported there are 5 staff members 18on their team, one respondent said it is a shared responsibility among their staff, and finally, 1 respondent reported they have two full-time staff members (Appendix M). As a follow-up, leaders were asked to identify the primary responsibilities of their technology integrator. Fifty-eight percent reported their technology integrator serves to provide professional development for their faculty and staff, 59% report their tech integrators troubleshoot hardware and software issues, 40% report their tech integrators install hardware and software, and 13% reported that either their principal serves as the tech integrator, there is no tech integrator, or someone at the district level is responsible for tech integration (Appendix N). Respondents were asked to report what evidence they have to prove technology integration is increasing student achievement. Thirty-two reported increased state and national test scores, 14% reported higher graduation rates, 9% reported increase college acceptance rates, 10% reported increases in AP/Honors course enrollment, and the majority, 40% reported “other” (Appendix 0). Several respondents indicated there is no data yet to prove technology integration increases student achievement, while other respondents reported an increase in student motivation and engagement. School leaders were asked to report on the level of professional development being offered in the area of technology integration. Twenty-four percent indicated there is limited, or no formal professional development in the area of tech integration, 76% reported a moderate, sporadic and scattered level of professional development involving tech integration, and 27% indicated an extensive level of professional development is being offered in their district and that it is a major focus and is required. Five percent reported other and that professional development is chosen and led by teachers (Appendix P). When asked about the comfort level of faculty being able to integrate technology into their instruction, with 1 being very uncomfortable and a 5 being extremely comfortable, 4.5% reported their faculty feel extremely comfortable, 13% reported the comfort level at a 4, 63% rated the comfort level at a 3, 17% reported a level of 2, and close to 3% reported a 1, their faculty feel very uncomfortable with technology integration. Obviously, the large majority of the school leaders indicated their faculty has a moderate comfort level with integration of technology (Appendix Q). 40005001905“Almost every teacher has an iPad and we have made it a part of every staff meeting. We are steadily moving towards using some form of technology in every classroom and building a school structure to promote technology in the classroom.” 00“Almost every teacher has an iPad and we have made it a part of every staff meeting. We are steadily moving towards using some form of technology in every classroom and building a school structure to promote technology in the classroom.” The last question asked school leaders to describe how technology integration has impacted their school culture. Responses ranged from “none” to reports of attendance increasing by 15%, discipline decreasing, graduation rates increasing, parental involvement increasing, student engagement and pride is up, and instruction and academic instruction is up. Common themes emerged in the responses 19regarding school culture including more student engagement and ownership over their own learning and collaboration among teacher-leaders and the emergence of more student-centered learning environments. There were also stark contrasts reported about the acceptance of technology integration from teachers and it appears that the number of years teaching is a factor. For example, it was reported there is anxiety over technology integration by “veteran”staff members, who are unwilling to try new technology, versus teachers who are “early adopters” and innovators in their buildings who are willing to take risks. Some schools are mandating technology integration into lessons at least once per week and one school is requiring teachers to submit monthly technology integration plans (see Table 3). Discussion:Inadequate funding, ill-equipped infrastructure, resistance from teachers and community members, lack of professional development for educators, and inconclusive data on the impact of technology integration on student achievement are several major challenges facing school leaders in the 21st century. The individual responsible for overcoming these challenges and devising a plan for the school district to capitalize on the opportunities technology integration can have on their school, including creating a positive school culture, rests on the shoulders of the school leader. The greatest challenge facing 21st century schools, above all else, is the lack of an effective 21st century school leader. For school culture to transform, and be reflective of the 21st century, we need more technology leaders to ask themselves, “how can I make it happen, rather than saying, why I can’t make it happen.” The results of the literature review and the results of the research findings show there are dramatic differences in schools throughout the country regarding effective educational leadership in the area of technology integration. While the research shows today’s learners have a sincere interest in learning with digital resources, and the skills today’s students need to develop can be nurtured through effective technology integration, there are still significant barriers for school leaders to overcome if their vision of a technology-rich school culture is to come to fruition. Inadequate funding for devices and the technical support staff are among the key financial issues facing tech-savvy leaders. One-way the Burlington district was able to overcome the financial issue of implementing a 1:1 iPad initiative was through a 3-year leasing option. A $300,000 line item was placed in the budget for the next five years to support issuing every student in the high school an iPad. The mentality of the leaders in Burlington is to listen to what the teachers need, give them what they need, and then “get out of the way.” Prior to launching the 1:1 initiative at Burlington and Windham, the school district leaders ensured they had not only the proper technological infrastructure in place, but also the adequate support staff for teachers to rely on for their technology and/or instructional needs; whether they were related to the device, applications, or pedagogy. 20Schools like Burlington have developed a comprehensive strategic plan for the successful integration of technology and have done the ground work prior to just giving every teacher an iPad and then believing they were a “21st century school.” The true 21st century schools, being led by the most tech-savvy leaders, realize more than anything that it isn’t about technology, it isabout student engagement and motivation leading to improved student achievement. To complete this research, and contribute to this discussion, a simple question was sent via Twitter to educational leaders. The question: “Why do schools need tech-savvy leaders?” Educational leaders from throughout the country responded with their thoughts on this important educational leadership issue (see Table 3). Joe Mazza, Lead Learner at Knapp Elementary School, chose to provide a more detailed response to the question via e-mail. His response is featured below: “Leaders can connect an entire learning community from student, parent, community, teacher, other leaders if they have the right skillset and tools. Leaders can block or allow innovation for themselves and others. Budget cuts are everywhere. Tech support is down putting more responsibility on building principals. Even more so when sole building administrator. Tech savvy amplifies school based efforts in many forms - instructional, managerial, PD, secretarial, outreach, personal learning networks, and on and on. Tech savvy helps leaders suck the best resources from daily, local and national conferences via backchannel. Tech savvy is a mindset our kids already have. We must do our best to see through their lens each day. IMO (in my opinion) Tech savvy leaders tend to trust students and teacher more. We need more trust in schools.” There are many inspirational school leaders throughout the country, such as Joe Mazza, Scott Strainge, Patrick Larkin, Eric Sheninger, Brad Currie, and many more who are using their influence over their stakeholders, as well as their commitment to serving the needs of their students and teachers, who are leveraging technology to create a positive school culture. Some may consider these leaders “disruptive innovators”, but if there were ever a time when disruption in education was needed, the time would be now. As educational leaders look forward to the 21st century, they owe it to their most valuable stakeholders, their students, to create a school culture that is engaging, exciting, relevant, and reflective of an ever-changing, digital world. Conclusion:School leaders who wish to prepare their students for a highly technical world and who want to encourage innovation, communication, complex-problem solving, and collaboration skills among their students are creating learning environments to reflect the real world, and this includes the integration of technology. The priority of the tech-savvy school leader is providing individual access to a computing device for every student, supporting teachers through ongoing professional development in the area of technology integration, and gaining the support of the community to positively impact school culture. Flexibility, adaptability, risk-taking, high-levels of trust, and team-centered work 21environments are key characteristic of tech-savvy leaders. They are not device dependent, they are focused on skill development, learning objectives, and establishing a culture of high academic standards for all students. Tech-savvy school leaders exercise their own innovation and creativity as lead learners of technology integration and model for all stakeholders the appropriate and responsible use of technology in their professional life. School communities led by tech-savvy leaders more likely to have flat organizational structures where teacher-leadership and innovation is encouraged and students, teachers, and administrators are all learning together. School leaders who leverage technology effectively put themselves in a position where they can focus more on their key responsibilities including:Being available to their faculty to assist in improving instructional strategies through spending more time in classrooms Serving as a mentor and encouraging the development of leadership traits in othersCollaborating with other school leaders to improve their own professional growth and developmentCommunicating openly and honestly with all stakeholders and promote the achievements of students and teachers Problem-solving with other leadership team members and key stakeholders throughout the communityTech-savvy school leaders have the fundamental educational philosophy that the effective use of current technology can create a positive school culture where classrooms have no walls and learning can take place anytime and anywhere (See Table 4). Recommendations for future study:Suggested areas for future research studies include:The effects and outcomes technology integration has on student achievementThe role of the teacher as leaderThe impact of technology integration on curriculum and professional developmentThe impact teacher age has on acceptance and use of current technology Recommended readings:Disrupting Class: How Disruptive Innovation Will Change the Way the World Learns Clayton M. Christensen, Michael B. Horn & Curtis W. JohnsonTuned Out: Engaging the 21st Century Learner Karen Hume22Table 1. - The Facebook DebateSchool leaders who Favor Facebook in EducationSchool Leaders who oppose Facebook in EducationFacebook has become the media that ties us all together. Why not use it?There are other sites much better suited for educational purposesOur responsibility is to teach our students proper etiquette and prepare them for their careers. Social media isn't going anywhere. We need to teach not limit.I am really concerned that our kids will be drawn into those critical attributes in FaceBook that are?not related to the classroom topics. Our kids lack that personal self-discipline.Facebook is the most popular social media site. Leveraging this with explicit instruction on its use, modeling effective use and reaping its benefits for connecting with school and global communities just makes sense.Benefits do not outweigh risks of improper use.Facebook is one of the ways our students communicate. There is so much to be taught and supported- how to write appropriately, how what you write is there forever, and how to manage emotions, at an already emotional time, when consuming posts. When we "lock it out" because colleagues don't want to police it or develop lessons on appropriate use, it doesn't help us help our students.Too much potential for problemsWhen used as a social media tool to help students link with others around the world, learn about global connectivity, engage in meaningful conversation, Facebook can be a viable asset to the learning community. Students learn to look to Facebook for information on world events, community opportunities, and school events.Facebook is for social media among friends in my opinion. My relationship with my students is at school. I do not give out my phone number to my students, I don't have them on Facebook until they graduate nor do I use any other contact with them outside the classroom without heir parents right there.FB is a primary way students communicate; it plays a major role in their lives. Any form of social media, educational forums, etc. can be used improperly. I think as a leader you have to determine whether it's more important to mitigate risks or teach students how to use this and other forms of media appropriately. The reality is technology has advanced and will continue. It can open up doors for a lot of great communication & learning. The goal for me is to teach students to use it that way & be comfortable addressing issues as they come up as teachable moments.It is too wide open with limited ability to control privacy. Other social media sites allow a greater ability to maintain confidentiality and limit the membership of the group, such as Edmodo. WHile I like the idea of Facebook, CIPA really requires us to be very vigilant about protecting students online.FB just another avenue the school leader can communicate the organization's visionI use my Facebook for only personal use. I feel there are so many tools we can be using that Facebook can be left outside of our classrooms.23Table 2. - The Purpose of the Administrators Blog“I use my blog to communicate with my school community: share all the positive things going at my school. Highlights students and teachers for their accomplishments”“Our school and classroom blogs serve as a communication platform and digital portfolio. My personal blog links media, technology and current events. My school blog chronicles school and school board technology happenings.”“I believe in being a reflective practitioner.My blog shares my reflections on educations, highlights the work of my students and teachers, and keeps everyone abreast of upcoming events.”I maintain one for Ed leaders and one for teachers. My school community is global“Just created it yesterday. Myself, Differentiated Instructional Specialist, and Assist. Super plan on using it to blog about creating a "culture of learning."“I use my blog mainly for personal reflection. When we try new initiatives, it helps me to reflect on what impact those initiatives have had on student growth. At the present time, the impact on the school is minimal; students seem to live in the moment and rarely ask themselves why, how or what. Parents, and the larger community, appear to enjoy the blog, but comments are few.”“The purpose of my blog is for the processing and synthesizing of what I have learned or am learning as an educator to the benefit of myself and my readers.”“The purpose of my blog is to promote connected learning, educational technology, best practice teaching techniques, and innovative ideas”24Table 3: The Impact of Technology on School CultureAt the start of the year there was some anxiety among some of our seasoned staff members. They are slowly getting on board with our 1:1 implementation. Students have responded very well and the majority of our teachers are doing an unbelievable job integrating iPads into their classroom.As an education service center, we provide PD to teachers and admins in our service area, and across the state. In some schools, integration has changed the fundamental way students learn. In other schools, it had made little to no real difference. In some cases, there might as well be overhead projectors, chalkboards, and 'speak-and-spells' in the classroom for all the use technology is getting.It has helped us create a student centred school that allows students to have choice and influence in their learning. It has helped us create real and powerful learning experiences and connected our kids with people all over the world.Expanded the classroom walls of learning. Students see technology access as more than just gossiping on Facebook or Twitter; they are beginning to see the more practical uses of social media for learning.We have gone from desktop, stand alones to iPads and 1:1 in just 1.5 years. Attendance is up 15%. Discipline incidents are down. Graduation rate has increased. Parental involvement has increased. Student pride and engagement is up. Instruction and academic engagement is up.At the start of the year there was some anxiety among some of our seasoned staff members. They are slowly getting on board with our 1:1 implementation. Students have responded very well and the majority of our teachers are doing an unbelievable job integrating iPads into their classroom.We have staff clamoring for devices and strategies for implementing them in classes; student communication to staff/admin has increased; parent involvement with daily activities has increased. Student inter-personal communication is decreased (study halls got quieter!). Teachers are pro-active about creating authentic assessments not based in facts and figure type answers easily accessed, shared, or communicated with electronic devices - we have seen a drastic rise in electronic/device- driven formative assessment strategies in individual classrooms.We need more integration. However, technology is only a tool. Like all instructional tools it is necessary to use the tool properly to produce the desired results. You can teach excellent lessons using a chalk board which do all of the outcomes in question 12 just like using technology poorly can produce none of the higher order skills listed in 12. It is not the technology itself which produces the results but the lesson design which focuses students on the knowledge and skills required in the curriculum and which will allow the students to reach 3 & 4. Technology can be a piece of this. It does not guarantee that everything in question 12 will be reached.We have recently installed a smart board in every room. Additionally, we require every teacher to submit monthly technology plans. Technology has made learning interactive and understandable to a generation that "speaks" technology.I have been on board in my current school district since October. The following has beenimplemented since my arrival: Twitter and Facebook feed for school, Tech Tuesdays that highlight and promote best practice tech ideas, Online Book Talk using Edmodo, Using Twitter for PD, Integrating Google Docs, Participating in Digital Learning Day, BYOD Pilot, Weekly Email Digest of best practice education trends. These initiatives coupled with our awesome staff have provided students with an engaging education.25Table 4: “Why do schools need tech-savvy leaders?”- Posted via Twitter; April 4th, 2013“Schools need more tech savvy leaders in order to provide students w/ the best engaging & relevant learning environment possible .”“I see it as responsibility 2 B advocating 4 preparing our Ss 4 21st century skills, but hypocritical if I don't use them #cpchat”“We need more Tech leaders asking How can I make it happen rather than saying Why I can't make it happen.”“Children come into the world tech-savvy. We have to keep up with what they are interested with in order to teach them!”“It's our job as tech leaders to serve kids 1st, staff 2nd; not to be the digital police”“Needed because tech must be thought of from a pedagogical perspective, not as an add on or jumping on new trends”“How can leaders lead the way into the 21st century if they themselves are not equipped as tech leaders?”“Teachers should be as up to date on technology as their students. Technology is here to make our lives easier!”“To break down walls, to open up our minds and to expand our horizons, that is why we need tech savvy leaders”“A tech-savvy leader knows how tech fits into the overall academic mission and vision of the school…and knows how to lead, coach & empower teachers and staff in using tech in ways that align to the mission/vision”“The world has evolved yet schools are stuck in the past. We need revolution, not evolution in education.”“I'd say that a technological world is just the reality we operate in, and leaders need to be relevant.“We have great deal of success with tech teacher leaders and students collaborating with admin :) Its great”“We are in the process of redefining teaching & learning. Leaders point us in the right direction. #cpchat”“Without a tech-savvy instructional leader, who would model the expectation of its use to the school?"“Schools need tech savvy leaders to facilitate tech savvy students toward 21st century greatness.”“Do as I say, not as I do", does not exist in education, tech leaders must lead by example.”“So that we can understand what students are using and we can talk about how tech can be used to improve learning”“When it comes to technology, teachers don't know what they don't know. Tech savs help them find that out.”“Why don't we look to tech savvy students. Involve students to give #stuvoice and empowerment”“I'm sure reasons R many & unique, but in many small rural districts, tech leader & teacher may just be 1 of many hats #cpchat”“Tech is the future for ourselves & our students & we must model the expectation for them; step out of comfort zone.”“Tech-savvy leaders need to be ed based too - we know how to build a community with tech and teaching”“It is not going away. We can teach responsible use and pedagogy, or leave it to someone else…Yikes!”“We need tech savvy leaders to help teachers prepare for tech-savvy kids. The world today is much different.”“Lead by example!!! How can we expect teachers and students to do what we are not willing to do ourselves!”26Appendices:-22860020002500Appendix A: Appendix B: 104775368300027Appendix C: Appendix D: 0361950028Appendix E:-114300141605002911430034290000Appendix F:Appendix G: 200025863600030Appendix H: -22860026098500Appendix I: 31-7620030035500Appendix J:-7620023368000Appendix K:32Appendix L:0-444500Appendix M:33Appendix N: Appendix O:228600419100034Appendix P:Appendix Q: 0234950035References5 Educational Leadership Realities | CLOUDUCATION [Web log post]. (n.d.). Retrieved from State Policy Project | Bush Center. (2013). Retrieved from High School (n.d.).?Students at Burlington High School will. Retrieved?March?30, 2013, from . (2001).?Good to great: Why some companies make the leap--and others don't. New York, NY: HarperBusiness.Connected Principals | Sharing. Learning. Leading [Web log post]. (n.d.). Retrieved from Principals’ Center The Connecticut Association of Schools (2004).?The 21st Century Principal: A Call to Action- The Importance of Developing Leadership Capacity for the Improvement of Student Learning. Retrieved from , J. (2013, April 6). E-mail Interview.Meet our 2012 'Tech-Savvy Superintendent Award' winners | eSchool News. (n.d.). Retrieved from Education Knowledge Connects (2012).?2012 Survey of K-12 Educators on Social Networking, Online Communities, and Web 2.0 Tools. Retrieved from Association of School Principals (2012).?School Leadership for Common Core Standards: Changing School Culture and Climate. Retrieved from Association of Secondary School Principals (2010).?10 Skills for Successful School Leaders. Retrieved from Association of Secondary School Principals (2009).?Breaking Ranks: A Field Guide for Leading Change. Retrieved from Association of State Boards of Education (2012).?Born in Another Time-Ensuring Educational Technology Meet the Needs of Students Today-and Tomorrow. Retrieved from for Administrators. (2012). Retrieved from for 21st Century Skills (2011).?Framework for 21st Century Learning. Retrieved from Leaders: Guiding Teachers into the Digital Age | Edutopia [Web log post]. (n.d.). Retrieved from , S. (2013, February 4). Personal Interview Wallace Foundation (2013). Retrieved from Recording: Leadership 2.0 | InstantPresenter Web Conferencing, Video Conferencing and Webinar Service [Web log post]. (2012, October). Retrieved from ................
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