Running Head: EDUCATIONAL TECHNOLOGY LEADERSHIP 1

Educational Technology Leadership

A Journey of Personal Leadership Growth

Joyce Howard

Lamar University

EDUCATIONAL TECHNOLOGY LEADERSHIP 2

Educational Technology Leadership: A Journey of Personal Leadership Growth

Over the last four years I found myself in a rut, not really sure of the next step in my

professional growth. I was given the opportunity to attend training for Project Lead the Way to

become an instructor of Digital Electronics in the district’s STEM Academy. At the end of the

intense two weeks of training I realized I needed a challenge to move myself forward into a

leadership position that focused on technology in education. Enter Lamar Academic Partnership

with the opportunity to earn a Master’s in Technology Leadership through an online program.

For the past eighteen months I have spent countless hours reading, writing and reflecting

on what it means to be a leader in technology. The journey began with reading more professional

articles and books in one week than I normally read in a year. I learned about the ITSE

technology standards that we would be using as a basis for learning and why it is imperative that

students are prepared for the 21st Century. From there the idea that I can impact school

improvement began to take hold as I planned my action research project in conjunction with a

teacher on my campus. Then the fun began as I learned about human resources, budgets,

accountability, Universal Design for Learning, school law, and other aspects of educational

leadership and how all of it related to technology and the academic success of the students. After

a quick break midway through the courses to catch my breath and review my progress, it was on

to the final classes where I learned about involving students in the learning through a variety of

technology and Web 2.0 options.

Throughout the entire trip, I completed my internship plan, practiced the knowledge and

skills of the technology standards by completing activities on my campus and the district. As I

end this leg of the journey, I realize how much I have learned about myself, who I am and what

EDUCATIONAL TECHNOLOGY LEADERSHIP 3

goals I am ultimately striving towards both professionally and personally. I am looking forward

to the next part of the journey as I focus on my profession goals.

Position and Leadership GoalsPosition Goal

I am currently in the position of Campus Technology Support Specialist on a high school

campus. Though the main responsibility of the position is to ensure the teachers and staff have

the technology that they need to perform their jobs, it does give me the opportunity to design and

present professional development on the implementation of technology in the classroom. As I

look to the future, I would like to work as a Secondary Technology Instructional Specialist at the

district level where I can impact the development of 21st Century skills with the teachers at the

secondary level.

Leadership Goals

School improvement begins with a leader who has a clear vision that is articulated,

shared and embraced by the staff (Jones & Crochet, 2007). Cultivate and facilitate a learning

community that values and respects each individual’s contribution and encourages, engages and

empowers all students to become life-long learners reflects my personal leadership vision. It is

this vision I want to share with the campus and how technology can play a role in achieving it.

To accomplish this vision, I have explored technology usage in the district and found

that the elementary schools have rich and robust technology programs where teachers and

students are actively using technology and Web 2.0 tools as they engage in lessons. As the

students move up to the secondary level, there is a drastic drop in the usage of technology in the

instruction as teachers continue to teach the same way they always have. “We need to

consolidate and concentrate important legacy knowledge and make room in school for 21st

century learning” (Prensky, 2005/2006, p. 13). As a technology teacher, encouraging students to

EDUCATIONAL TECHNOLOGY LEADERSHIP 4

learn and use technology in their daily lives has been a priority. Being a technology leader on

campus, I am always looking for ways to entice teachers to integrate technology into their

lessons to ensure both teachers and students are building their 21st Century technology skills. I

want to affect a change in the Campus Improvement Plan and Vision Statement that supports

technology professional development so the teachers will be able to increase the effective use of

technology in the classroom, creating and delivering engaging lessons that focus on the use of

21st Century skills.

Educational Technology Vision

According to The 2011 Horizon Report: K-12 Edition, “The abundance of resources and

relationships made easily accessible via the Internet is increasingly challenging us to revisit our

roles as educators” (Johnson, Smith, Willis, Levine, & Haywood, 2011, p. 4). Teachers are not

formally being prepared for digital literacy and have to rely on professional development or

informal training in order to overcome their lack of knowledge in order to help their students

“develop and use digital media literacy skills across the curriculum” (Johnson et al., 2011, p. 5).

Just focusing on the technology itself is not enough as “digital literacy is less about tools and

more about thinking” (Johnson et al., 2011, p. 5). Developing lessons that use technology and

require our students to learn a new set of skills that include communication, connection,

collaboration, creation, community and continual learning (Richardson, 2007) not only builds

their digital literacy with technology, it necessitates the use of thinking skills.

To meet this challenge of developing digital literacy skills the classroom will need to

become more flexible in its design. “ ‘Flexible furniture makes collaborative environments free-

form from the very beginning,’ says Kyle Dickson, associate professor of English and director of

the digital media center at Texas-based Abilene Christian University” (Villano, 2010, p. 4).

EDUCATIONAL TECHNOLOGY LEADERSHIP 5

Students and teachers are more apt to rearrange the classroom layout to meet the needs of the

activity if is it easy to move (Villano, 2010). The rooms will be wired for data, video, and sound,

delivering on-demand resources promoting engagement in the learning. Supporting collaboration

through websites, social learning networks, video conferencing and distance learning, a variety

of different displays will be accessible throughout the rooms. The various displays may include

but are not limited to flat panels, ceiling projectors and screens, interactive whiteboards (or

equivalent), and flexible flat panel displays. Along with students’ personal electronic devices, the

classroom would have a combination of hand-held devices, mobile computer lab, and desktop

computers. These could be configured to handle the many different learning activities from basic

research on the Internet to game-based learning and augmented reality.

The learning activities of the future are hard to predict; however, the following six

technologies may be appearing in education, cloud computing, mobiles, game-based learning,

open content, learning analytic, and personal learning environments (Johnson et al., 2011). Cloud

computing and mobiles are currently available and are being used both at home and in education

and are expected to expand in usage and depth (Johnson et al., 2011). Teachers who take

advantage of these technologies in their lessons greatly expand their ability to offer student-

centered learning environments that support the development of real-world experiences and

digital literacy for students.

Game-based learning and open content are quickly being integrated into the educational

classroom. “Digital games, whether computer-, game console-, or handheld-based, are

characterized by rules, goals & objectives, outcomes & feedback, conflict/competition/

challenge/opposition, interaction, and representation of story (Prenksy, 2001)” (referenced by

Klopfer, Osterweil, Groff, & Haas, 2009, p. 4). Teachers, who are using game-based learning,

EDUCATIONAL TECHNOLOGY LEADERSHIP 6

have observing deeper understanding, by the students, of concepts that are embedded in the

digital games being used (Klopfer et al., 2009). Along with game-based learning, teachers can

capitalize on the opportunities that open content provides to education especially in the areas of

textbooks, curriculum, and software. “Open content embraces not only the sharing of

information, but the sharing of instructional practice and experiences as well” (Johnson et al.,

2011, p. 22). Combining a variety of resources, teachers are able to create a customized

curriculum that focuses on the specific objectives and yet flexible enough to change as the course

objectives change and evolve.

The last two technologies, learning analytics and personal learning environments are

considered game-changers even though they are not currently being used education. “Learning

analytics promises to harness the power of advances in data mining, interpretation, and modeling

to improve understandings of teaching and learning and to tailor education to the individual

students more effectively” (Johnson et al., 2011, p. 26). In theory, when learning analytics is

applied correctly, a teacher will be able to pinpoint the student’s instructional needs and modify

the instruction to meet those needs. As learning analytics develop, it will become extremely

useful to use when designing personal learning environments (PLEs). Since everyone learns

differently, PLEs are designed to meet the needs of each student based on the way they learn and

technology used through “personalizing the environment and experiences on an individual level”

(Johnson et al., 2011, p. 30). The learning environment transforms to one where the teacher

facilitates the learning process; however, the students will determine how they will learn through

the use of technology tools the best suit their learning style. As these technologies are still in the

developmental stages, it is anyone’s guess how they will affect a radical change in education in

the future.

EDUCATIONAL TECHNOLOGY LEADERSHIP 7

Knowledge Gained

What I Learned About Myself

Choosing to continue my education was an important decision to make since I was

graduated 22 years ago with a second Bachelor’s degree and teaching certification. With the

support of my husband and family, I began the journey with fears and concerns about being able

to successfully complete the coursework while working full-time. During the first course, I

realized that I needed a strategy in order to schedule time for each portion of the week’s

assignments. As the courses continued, I found my weeks began to have a rhythm, which made it

easier to manage all my responsibilities and maintain a 4.0 GPA. The online format of the

program taught me that I really enjoyed working independently, being challenged, and solving

problems with little direction from the instructor; however, help was only an email away. I was

surprised how totally immersed and engaged in the learning I became. This experience taught me

that I can successfully achieve any goal I set for myself, no matter how challenging it may seem.

What I Learned About My Technology and Leadership Skills

Manning (2011) stated, “The transition from faculty member to administrator entails a

shift in perspective, autonomy, and recognition” (p. 5). The wealth of knowledge I have acquired

from my course work in Educational Technology Leadership has built a foundation for my

technology and leadership skills. While working with the teachers and administrators during my

field-based internship, I had access to many readings and resources that allowed me to provide

the necessary direction and support needed for successful integration of technology in the

educational setting. In my current position as Campus Technology Support Specialist, I

recognize I have the responsibility to research and explore new technologies while continuing to

provide support for those already in place. I have the ability and knowledge to help shape the

EDUCATIONAL TECHNOLOGY LEADERSHIP 8

technology decisions being made on campus. In completing the program I have gained a

confidence in my technology and leadership skills that I did not have before and I am ready to

pursue other leadership roles on campus and in the district.

What I Learned About My Attitudes

Roosevelt stated in his 1933 Inaugural Address, “…the only thing we have to fear is fear

itself—nameless, unreasoning, unjustified terror which paralyzes needed efforts to convert

retreat into advance” (p. 1). Throughout the entire program I had to keep this statement in mind.

It was my fear that was preventing me from moving forward and being successful. As each new

course began, I made a conscience decision to ignore the fear of failure and press on through the

work one step at a time. Whenever I would have a mini anxiety attack, I would step back, take a

deep breath, and pick one item on my assignment list to complete. Gradually my fear would

recede and I was back on track. As my knowledge base on leadership increased, I became much

more aware of the responsibilities and issues administrators have to deal with each and everyday

when considering technology integration on campus. I am hopeful that with this knowledge, I

can provide the appropriate information and positive perspective to administrators and teachers

about the benefits of technology in the learning environment.

Six Courses That Impacted My Learning

Fundamentals of Educational Technology Leadership

The first class, Fundamentals of Educational Technology Leadership, started the entire

journey with a bang. I was confident of my technology skills; however, I found there is much

more to being a technology leader than being able to use technology. This class gave a broad

overview of technology leadership and what impact it has on the educational setting. After

reviewing the Texas State Technology Plan (TSTP) as well as the Texas Technology Application

EDUCATIONAL TECHNOLOGY LEADERSHIP 9

Standards, I understand that it takes many, state, regional and local education groups to support

the integration of technology into the educational settings as well as the support of the local

community. The 21st Century Learner is challenging everyone from Superintendents through

brand new teachers to increase their own technology knowledge and skills. Not many teachers

understand technology or how it can be included in the curriculum. Boss & Krauss (2007) stated,

“maximizing the use of digital tools to better reach essential learning goals, expanding classroom

boundaries so that students gain real-world experiences and become global thinkers, and creating

experiences that satisfy diverse learning styles and learner dispositions” (p. 22). The use of the

discussion boards, blogs and wikis have given me the ability and confidence to design online

professional learning communities and environments where teachers can collaborate, no only in

their subject area, but on the use of technology through instructional strategies, teaching

techniques and procedures.

I learned, from my reading of Teaching Digital Natives: Partnering for Real Learning,

that “for successful partnering, teachers and students alike must realize and accept that we have

entered an era in which both students and teachers have something of equal importance to

contribute to the learning process. Each side must respect, and learn from what the other has to

offer” (Prensky, 2010, loc. 634). This style of teaching may be the perfect vehicle to incorporate

technology into the curriculum and to help support building the teachers’ technology skills as

they create differentiated lessons to increase student’s learning. With this knowledge, I am

actively seeking a group of teachers who are up to the challenge of creating technology rich

learning environments to develop students for the 21st Century.

EDUCATIONAL TECHNOLOGY LEADERSHIP 10

Action Research

Research conjures up visions of index cards, thesis statements and controlled

environments; however, this class has changed my perception of what action research is and its

benefits for the classroom and campus. From Ms. Dana (2005), I have come to understand the

meaning of action inquiry and how it helps one to grow professionally.

Action research uses people that are involved in the environment and the action. With

action research, I, as a technology leader, look at the campus and pose an inquiry about what

technology process may help improve student achievement. I can then collect information about

the problem and with the help of others on campus, design a plan to help solve the problem. I

plan on using action research to look at new technologies and how they impact the teachers,

students and the campus as a whole. The action research process gives me the opportunity to

explore and research best practices as I am designing the plan, I am able to improve my

professional development while I am helping to increase student (Dana, 2010).

Working with the staff in this manner will help me grow professionally as a technology

leader. The teachers and students will also benefit as they find success (or in some cases failure)

during the action inquiry. Even in failure we can be successful, we will know what did not work

and go back revise and improve on the plan.

Teaching with Technology

The challenge for this course focused around using technology as an instructional tool

and to work collaboratively to design a lesson plan, which incorporated the use of technology,

and that met the needs of diverse learners in the classroom. Pitler's (2007) statement that

technology plays a "vital role in cooperative learning by facilitating collaboration, providing

structure for group tasks, and allowing members to communicate even if they are not working

EDUCATIONAL TECHNOLOGY LEADERSHIP 11

face to face (p. 140) was key for us to successfully complete this assignment. Throughout the

process, we used many of the technology options that would be included in the solution. Each

member of the group came to the table with a variety of experiences, knowledge, skills and

perspectives. Setting up a team Google site and blog was a unique way for us to communicate

and share ideas.

I was fascinated with the Universal Design for Learning (UDL), which considers how

students learn using three, recognition, strategic and affective, networks (Rose, D., & Meyer, A.,

2002). The biggest challenge I faced was creating the UDL lesson, as a paradigm shift was

required to consider the diversity of the learners and their needs as part of the process.

Technology became an important consideration, as it gave flexibility in: the presentation of the

information; students' ability to use it for learning and problem-solving; and engagement of

students in the learning process (Rose, D., & Meyer, A., 2002). The construction of UDL lessons

and eBook, created with BookBuilder, reinforced my basic understanding that all students could

learn with the appropriate scaffolds and supports; however, the process presented a different

perspective to what that meant. Through my work with UDL and eBook, I realized that it is not

only the assessment that needed to meet the needs of the students but how the information was

presented and the students’ ability to interact with the information was just as important, as it

needed to addressing all three learning networks to support student success in the classroom.

As the weeks of this course passed, I began to look at the new knowledge I had acquired

and how I could help teachers incorporate it into their instruction. Along with considering

technology rich activities that would support and engage all students in the class, I had to

consider what professional development the teachers, who had very basic skills in technology,

would need to implement the activities. I plan on using Mary Burns’ (2002) method when

EDUCATIONAL TECHNOLOGY LEADERSHIP 12

delivering technology professional development to teachers, to "focus not on proficiency but

rather on comfort, embedding the technology within the curriculum activity and stressing the

cultivation of a minimum set of technology skills -- just enough to create the product" (p. 298).

By sticking with technology that did not require a large learning curve, the professional

development for the teachers would require a limited amount of time to master the skills needed.

Digital Graphics and Design

I thought this would be an easy course as I had taught Digital Graphics; however, this

course not only required the use of design concepts, it included the educational technology

knowledge I have acquired over the past 18 months. The design principles of contrast, repetition,

alignment, and proximity (C.R.A.P.) were presented in a way that explained how graphics make

an impact on learning. By analyzing graphical information, I learned it was conveying more

information than just a pleasing composition similar to the way an author uses word to impart a

deeper meaning to a story (Hernandez, 2009). I now look at advertisements, billboards, and other

graphics in a different light; looking for the underlying message.

One of the most interesting concepts covered was that of self-branding. “Personal

branding, by definition, is the process by which we market ourselves to others” (Schawbel, 2009,

p. 1). As teachers and students begin to self-publishing on-line, a discussion about how they want

to represent themselves becomes necessary as the brand both exemplifies them and protects their

privacy. “Brand discovery is about figuring out what you want to do for the rest of your life,

setting goals, writing down a mission, vision and personal brand statement (what you do and

who you serve), as well as creating a development plan” (Schawbel, 2009, p. 1). Once created,

the brands can be used as a signature for any blog posts, part of their personal websites, and any

other on-line activity where teachers and students are posting their digital products. I found the

EDUCATIONAL TECHNOLOGY LEADERSHIP 13

process of creating my own brand one of self-discovery as I reflected on how to represent myself

visually through graphics and text.

I have created a professional website that is used to share technology applications and

research with the faculty on campus. I have received good response to the content being

presented; however, with the understanding of the design principles, I will to take time to revamp

some aspects of the website to create a more consistent design. I wonder what would happen if I

were to redesign how I present information in training through the use of C.R.A.P. and more

digital imagery?  Will the participants be more engaged and retain more of the knowledge?

Multimedia Video Technology

My interest and experience in taking and editing videos made me look forward to this

course for the challenge and new knowledge to be acquired and I was not disappointed. In the

interview with Martin Scorsese (2008), he expressed, "We have to teach our younger people how

to use this very powerful tool." Having students understand how pictures, lighting, camera angle

and sequencing bring meaning to the story associates their learning to the world around them

(Cruickshank, 2008). I found that one of the more difficult parts of creating a visual story is

believing you have a story worth telling (Lambert, 2007). Using the technique, described in

Lambert's Digital Storytelling Cookbook (2007), of being interviewed about a story you want to

tell, the storyteller becomes less self-conscious about telling the story and begins to focus on the

story itself and how it affected or shaped their life. Employing this technique along with others

presented, I was able to create a short video that was focused, told a story and made an impact on

those who viewed it. I look forward to sharing and teaching these techniques to teachers and

students. I was able to experience the production process first hand. I learned more in-depth

EDUCATIONAL TECHNOLOGY LEADERSHIP 14

information about the importance of exposing our students to the use of video and multimedia in

the learning process.

I found the process of working with a group of people from across Texas to create a

public service announcement a rewarding experience. Our group began the project by creating a

Google website where collaborations and final products would be posted. I enjoyed the online

process of communicating ideas, make decisions, and sharing recommendations for the project,

which helped me stay focused on the project and its intended outcome. I found that my

colleagues’ encouragement opened my mind to other possibilities and experiences. The effect of

the collaboration was the recommendations and support given that helped me improve my

performance in the group and products.

Throughout the class, I continued to focus on the importance of creating a portfolio of

work to demonstrate my learning. Nelson (2008) stated, in his presentation at the 2008 Apple

Education Leadership Summit, “Proof of the portfolio, rather than the promise of the resume.”

Using the wiki or website for proof of my learning has reinforced the need to encourage the

students to do the same thing. In the future I would like to observe video and multimedia’s effect

on student understanding of concepts being taught and demonstration of the concepts.

Information Systems Management

I enjoyed this course as it helped me understand the importance of the district’s student

information system (SIS), network support, Internet’s impact on education, and decisions made

regarding student use of the Internet for learning. I realized that there was more to the system

than just collecting demographic and classroom information on each student. Through the

requirements of No Child Left Behind, the district needed to provide detailed information such

as: AYP on students; highly qualified teachers, completion rate, and real-time access to student

EDUCATIONAL TECHNOLOGY LEADERSHIP 15

information by parents (Sausner, 2003). I was pleased to find out that the new system gave the

teachers more access to pertinent information about students that would aid in their lesson

planning. “‘Managing change is a big deal, and with a new system, change can already be

upsetting’” (Hoffman, 2006, p. 1). The teachers have the perception that our district is constantly

moving forward to “this year’s new thing,” which brought to the forefront the importance of

effective professional development. By offering the teachers different options (face-to-face,

online, video, or print) for learning the system, I was able to meet the varying professional

development needs of the teachers.

This is the first year our teachers have had access to more than just demographic

information on our students. With this information at their fingertips, I look forward to working

with the teachers to develop lessons that address the needs of every student and give the parents

the opportunity to truly become a partner in their child’s education. As Eva Moskowitz, School

CEO of Harlem Success Academy stated, "We can't, as a school, educate children alone. By

using this technology to fill parents in, we're working with them as a team to get things done

right" (Villano, 2008, p. 2).

Being a teacher and a Campus Technologist, I had a small view of the district’s network

and information system that pertained to my position. At times I was frustrated with the district’s

decisions about the Internet and access to student information. I believed that their decisions

were made to make it easier on the district level staff without concern about the educators. After

the interview, assignments and readings, I have a better understanding of the “big picture” and

the variety of requirements that the district has to meet. When I become frustrated now, I will ask

questions to understand the reason for district’s decisions.

EDUCATIONAL TECHNOLOGY LEADERSHIP 16

I have been fortunate to have a good working relationship with my peers, administrators

and district personnel. Working with them on these assignments gives me an appreciation of

what they do and how they help make all of our jobs easier. As I move forward into new learning

situations, I will be aware that my colleagues’ input provide different perceptions that allow me

to have a better understanding of the information.

Overall Degree Program Reflection

“I can almost see it, that dream I am dreaming, but there’s a voice inside my head saying,

‘You’ll never reach it.’ Every step I’m taking, every move I make feels, lost with no direction.

My faith is shaking” (Alexander & Mabe, 2009, track 7). Throughout the past eighteen months,

this song has gone through my head, especially when I would get overwhelmed. With the end in

sight, I look back over the journey and find I am amazed at what I have learned and

accomplished.

My personal reason and need for working on my leadership skills was to prepare myself

to help teachers in the use of technology in the classroom. I wanted to learn how to be an

effective leader to become a technology leader on my campus and eventually in the district. I

chose Lamar University to pursue my Master’s due to the online five-week course format, which

I believed would fit into my work schedule. Each week I would review the assignments and

expectations, and set up my schedule to complete the course work. As the days and months flew

by, I became more confident in my abilities and realized that I could accomplish this goal I had

set for myself. Though there were no face-to-face meetings for instruction, I enjoyed the

camaraderie between my peers as we shared ideas and points of view through the discussion

forums and group assignments.

EDUCATIONAL TECHNOLOGY LEADERSHIP 17

The course work was challenging and informative; however, the best part is all the

resources and instructional strategies I now have at my fingertips that can be shared with

teachers on campus and across the district. With the budget cuts last year, the Instructional

Technology department was eliminated. Now, more than ever, it important for me to become the

technology leader on campus to help teachers integrate technology into the curriculum. I believe

this program has helped me build a solid foundation in technology and pointed me in the

direction on how to grow professionally. “Ain’t about how fast I get there. Ain’t about what’s

waiting on the other side. It’s the climb” (Alexander & Mabe, 2009, track 7). The climb on this

journey has been eye opening and inspiring. I know that I will take all the knowledge and

experience forward as I begin tackling the next mountain.

Three-Year Professional Development Plan

The next three to five years will be used to continue to build my leadership skills through

professional development and practical experience. I have two leadership positions in mind,

neither one is currently available in our district. The first is to become the district’s Distance

Learning Coordinator. In my mind, this position would help campuses build their capacity to

develop online course work for our students through Project Share and Texas Virtual School

Network. The other position would entail building teachers’ capacities to integrate technology

into the curriculum and meeting the students’ learning needs. The main responsibilities would be

to provide training and support for current and emerging technologies. Through training, teachers

would be given a solid foundation on technology use and curriculum integration. The support

would continue with different instructional strategies that take full advantage of the technology

and moving towards building our students’ 21st Century skills. Over the next three to five years, I

will build my technology knowledge and skills through professional development courses

EDUCATIONAL TECHNOLOGY LEADERSHIP 18

including, but not limited to, electronic portfolios, Project Share, interactive white boards,

student response systems, and Web 2.0 tools to prepare for these positions.

My action research focused on the use of electronic portfolios and reflections in the

Advanced Placement English IV class. The initial project had a steep learning curve on how to

implement the various options available with the students that it was pared down to creating an

environment to store the electronic portfolios and introduce the students to reflective writing. As

a result of the lessons learned from the action research project, I would like to continue to

research, make changes to our original plan and expand the implementation to include the

freshmen English teachers. I will continue to develop my own knowledge and skills through Dr.

Helen Barrett’s (2012) REAL ePortfolio Academy for K-12 Teachers along with a variety of

other online workshops she has available.

Project Share is the medium the district wants teachers to use in developing blended or

pure online courses. As a teacher, I have created blended courses, on the district Moodle, for my

students to learn technology. With the move to Project Share, I need to learn how it differs from

the Moodle and any specific guidelines the district would like the teachers to follow when

creating course work. Currently, the District English Language Arts Specialist is the trainer and

contact person for this initiative. I have attended an introductory training and plan on attending

the intermediate and advanced professional development he is offering this summer in order to

become proficient in using Project Share. I will begin developing online courses for teachers.

The courses I create will be used as on demand professional development for the teachers on the

campus.

With the installation of the interactive white boards (IWB) on our campus, the teachers

have been looking for ways to develop engaging lessons and assessments to monitor the

EDUCATIONAL TECHNOLOGY LEADERSHIP 19

students’ learning. Over the next two years, a cadre of 27 teachers and Campus Technology

Support Specialists, including myself, will be working on an action research project that

encompasses the use of IWB and student response systems. Through several professional

development classes and professional learning community (PLC), the cadre will be learning best

practices for implementing this technology in the classroom. The focus will be on engaging

students through interactive activities and performing assessments with the student response

system. I am looking forward to this challenge and eager to see what Web 2.0 technologies can

be pulled into the interactive lessons to help increase student achievement.

The final area for professional development is the on-going research and exploration of

Web 2.0 tools that can be incorporated into teacher lesson plans. It is important that teachers

become life long learners and build 21st Century skills. To help build technology capacity in

teachers, I will be working on the campus initiative of 10th Day PLC Workshops, where teachers

meet once every other week to implement the instructional strategies found in Marzono,

Pickering and Pollock’s (2001) Classroom Instruction That Works. I will be attending the

workshops and sharing technology applications correlated through Pitler, Hubbell, Kuhn, and

Malenoski’s (2007) text Using Technology With Classroom Instruction That Works. As I read

both books and completed the corresponding handbook, I found the campus already has the

ability to support these technologies and Web 2.0 tools in the classroom instruction. Teachers

need to be apprised of technology available and the integration process. Through the 10th Day

PLC Workshops, expanding the teachers’ knowledge and skills, so they in turn can prepare

our students for their future are the ultimate goals.

EDUCATIONAL TECHNOLOGY LEADERSHIP 20

References

Alexander, J. & Mabe, J. (2009). The Climb. [Miley Cyrus]. On Hannah Montana: The Movie

(CD/MP3) United States: Walt Disney Records.

Barrett, H. (2012) REAL eportfolio academy for K-12 teachers. Retrieved March 23, 2012 from

http://electronicportfolios.org/academy/register/index.html.

Boss, S., & Krauss, J. (2007). Real projects in a digital world. Principal Leadership, 8(4), 22-26.

Burns, M. (2002). From Compliance to commitment: Technology as a catalyst for communities

of learning. Phi Delta Kappan, 84(4), 295 -303

Cast.org (2009). Cast UDL book builder. Center for Applied Special Technology. Retrieved on

October 5, 2009, from http://bookbuilder.cast.org.

Cast.org (2009). Model ULD Lessons. Center for Applied Special Technology. Retrieved on

October 5, 2009, from http://udlselfcheck.cast.org.

Cruickshank, D. (2008). Martin Scorsese: Teaching visual literacy. Edutopia. Retrieved

November 9, 2011, from http://www.edutopia.org/conversation-martin-scorsese.

Cyrus, M. (2009) Dana, N. F. (2010). Leading with passion and knowledge. Thousand Oaks, CA:

Sage.

Devaney, L. (2010, May 11). Augmented reality takes hold in classrooms. eSchoolNews.

Retrieved on May 7, 2011, from http://www.eschoolnews.com/2010/05/11/augmented-

reality-takes-hold-in-classrooms/

Hernandez, M. (2009). Basic Design Principles. Retrieved on February 3, 2012 from

http://www.scribd.com/doc/23940707/Contrast-Repetition-Alignment-Proximity

Hoffman, R. (2006, July 17). How to buy a student information system. School CIO. Retrieved

on November 17, 2009, from http://www.schoolcio.com/ShowArticle/826

EDUCATIONAL TECHNOLOGY LEADERSHIP 21

Johnson, B. (2012, January 26). College readiness: Learning collaboratively. Edutopia. Retrieved

on February 17, 2012 from http://www.edutopia.org/blog/college-readiness-

collaborative-learning-ben-johnson.

Johnson, L., Smith, R., Willis, H., Levine, A., and Haywood, K., (2011). The 2011 Horizon

Report. Austin, Texas: The New Media Consortium. Retrieved March 3, 2012 from

www. nmc .org/pdf/ 2011 - Horizon - Report -K12.pdf .

Jones, L. & Crochet, F. (2007). The importance of visions for schools and school improvement.

Connexions. Retrieved March 1, 2012, from http://cnx.org/content/m15634/1.1/

Kimball, B. (2005, July 1). Using data systems to meet AYP: Vermont. THE Journal. Retrieved

on November 17, 2009, from http://thejournal.com/Articles/2005/07/01/Using-Data-

Systems-to-Meet-AYP-Vermont.aspx?Page=2

Klopfer, E., Osterweil, S., Groff, J., & Haas, J. (2009). The instructional power of digital games,

social networking, simulations and how teachers can leverage them. The Educational

Arcade. Retrieve on May 7, 2011, from http://GamesSimsSocNets_EdArcade.pdf

Lambert, J. (2007, February). Digital storytelling cookbook, 1-30. Story Center. November 9,

2011, from http://www.storycenter.org/cookbook.pdf.

Manning, T. T. (2011). Learn to unlearn: Five key belief patterns that sabotage leadership

effectiveness. Faculty Focus Special Report: Academic Leadership Development: How to

Make a Smooth Transition from Teacher to Administrator. pp. 12-14. Retrieved July 8,

2011 from http://www.facultyfocus.com/free-reports.

Marzono, R. J., Pickering, D., & Pollock, J. E. (2001). Classroom instruction that works.

Alexandria, VA: Association for Supervision and Curriculum Development.

EDUCATIONAL TECHNOLOGY LEADERSHIP 22

Nelson, R. (2008). Learning and working in the collaborative age: A new model for the

workplace [Video File]. Edutopia. Retrieved December 10, 2011, from

http://www.edutopia.org/randy-nelson-school-to-career-video.

Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom

instruction that works. Alexandria, VA: Association for Supervision and Curriculum

Development.

Prensky, M. (2005/2006). Listen to the natives. Educational Leadership. 63(4), 8-13.

Prensky, M. (2010). Teaching digital natives: Partnering for real learning. Thousand Oaks,

California: Corwin, A SAGE Company.

Richardson, W. (2007). The seven Cs of learning: A new c-change in education. District

Administration, 43(3), 97.

Roosevelt, F. D. (1933, March 4). Inaugural address. Retrieved on March 16, 2012 from

http://historymatters.gmu.edu/d/5057/.

Rose, D., & Meyer, A. (2002). Teaching every student in the digital age: Universal Design for

Learning. Alexandria, VA: Association for Supervision and Curriculum Development.

Available online at the Center for Applied Special Technology Web site. Chapter 1 & 7.

Retrieved on October 5, 2009, from http://www.cast.org/teachingeverystudent/ideas/tes/.

Sausner, R. (2003, November). Making paperwork fulfilling. District Administrator. Retrieved

on November 17, 2009, from http://www.districtadministration.com/viewarticle.aspx?

articleid=103

Schawbel, D. (2009, February 05). Personal branding 101: How to discover and create your

brand. Mashable Business. Retrieved March 22, 2012 from

http://mashable.com/2009/02/05/personal-branding-101/.

EDUCATIONAL TECHNOLOGY LEADERSHIP 23

Villano, M. (2008, April 1). Meet the parents. THE Journal. Retrieved on November 17, 2009,

from http://thejournal.com/Articles/2008/04/01/Meet-the-Parents.aspx?Page=1

Villano, M. (2010, June 01). 7 tips for building collaborative learning spaces. Campus

Technology. Retrieved on May 6, 2011, from

http://campustechnology.com/Articles/2010/06/01/7-Tips-for-Building-Collaborative-

Learning-Spaces.aspx?p=1.

EDUCATIONAL TECHNOLOGY LEADERSHIP 24

Appendix

Joyce Howard5140 Lakeside DriveBelton, Texas 76513(254) 291-7919 (Cell)

joyce.howard@killeenisd.org

Objective:To obtain a challenging and rewarding position in the field of technology, utilizing my programming and technological skills.

Professional Profile: Expert in utilizing Mac OSX, Windows XP and Windows 7 operating systems. Experience in developing software applications in HTML, CSS, Java and C++

programming languages. Proficient in the use of Moodle, Curriculum Management System, Microsoft Office Suite,

Macintosh and Windows, iLife, Garageband, iPhoto, iMovie, and iTunes, iWork, Keynote, Pages.

Excellent interpersonal communication skills. Effective communicator with colleagues, parents, students and community members. Dynamic and engaging personality inspires students and colleagues to achieve higher levels of success using technology.

Education and Credentials:M. Ed. – Educational Technology Leadership – (Expected completion May, 2012)Lamar University, Beaumont, TexasB.A. - Computer Science – Secondary Education (1990)Eastern Washington University, Cheney, WashingtonB.S. - Computer Information Systems (1984)Eastern Washington University, Cheney, WashingtonCertifications:Secondary Computer Information Systems (6-12 Provisional), Technology Applications (8-12 Standard)Professional Development:Texas Classroom Teachers Association (TCTA) Convention “Differentiating the High School Classroom” (Book Study)

Technology Leadership Internship: Develop and deliver technology professional development for faculty and

staff at Killeen ISD’s Summer Technology Camp. Assist teachers in developing different strategies to manage technologies being

implemented in the curriculum. Ensure the infrastructure for the campus level technologies are in place and active.

Professional Experience:

EDUCATIONAL TECHNOLOGY LEADERSHIP 25

Robert M. Shoemaker High School – Killeen ISD 2009-PresentCampus Technology Support Specialist Develop and implement curriculum on Moodle, for faculty and staff, technology

support and training. Assist with campus technology concerns and implementations. Propose, develop and implement new technology throughout the campus. Campus Web Master

Robert M. Shoemaker High School – Killeen ISD 2001-2009Technology Applications / Engineering Instructor Science, Technology, Engineering and Mathematics, STEM Academy – Digital

Electronics Instructor, STEM Academy Web Master. Develop and implement curriculum on Moodle, for STEM and Technology

Application courses. Provide technology support and training for students and staff. Assist with campus technology concerns and implementations. Propose, develop and implement new Technology Applications curriculum for Web

Mastering, Digital Graphics and Animation, and Video Technology. Member of several campus committees: District Technology Design Group, Student

Mentor Committee, PTO, Campus Referral Team, Campus Web Master, Mentor Teacher, Cadre Teacher, and Project Linus Sponsor.

Ellison High School – Killeen ISD 2000-2001AP Computer Science Teacher Revised Advanced Placement Computer Science curriculum. Developed curriculum for C++ programming.

Palo Alto Middle School – Killeen ISD 1995-2000Computer Literacy Teacher Developed and implemented Killeen ISD Computer Literacy scope and sequence. Was a member of several campus committees: Mentor Teacher; Discipline

Management Committee; Advisory Committee; and Yearbook Sponsor

Smith Middle School - Killeen ISD 1992-1995Computer Literacy Teacher Developed and implemented Killeen ISD Computer Literacy curriculum. Used dual platform, Macintosh and Windows operating systems, to build student

computer skills and success on each platform. Assisted with campus technology concerns and implementations.

References:Ronald I. Gray, Sr., Principal, Shoemaker High School, Ronald.Gray@killeenisd.org, (254) 501-0900, fax: (254) 501-2416.

EDUCATIONAL TECHNOLOGY LEADERSHIP 26

Bethney Fuller, Assistant Principal, Shoemaker High School, Bethney.Fuller@killeenisd.org, (254) 501-0900, fax: (254) 501-2416.

Dr. Paula Lawrason, Assistant Principal, Shoemaker High School, Paula.Lawarson@killeenisd.org, (254) 501-0900, fax: (254) 501-2416.