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สรุปบทความการอบรมเทคโนโลยีสำหรับผู้บริหารโรงเรียน(Technology Training for School Administrators)

• ผู้บริหารโรงเรียน นับเป็นหัวใจสำคัญในการวางแผนการใช้เทคโนโลยี ภาวะการขาดแคลนผู้นำที่มีความชำนาญในด้านนี้ จำเป็นต้องมีการพัฒนาผู้เชี่ยวชาญด้านเทคโนโลยีภายใต้ภารกิจและข้อจำกัดที่มากมาย ทั้งด้านงบประมาณ การเมือง ซึ่งผู้บริหารต้องบริหารจัดการให้นักเรียนได้รับรู้ข้อมูลข่าวสาร การศึกษาค้นคว้าหาความรู้ผ่านระบบเครือข่ายอินเทอร์เน็ตได้อย่างถูกต้องเหมาะสม และมีประสิทธิภาพ ต้องปรับเนื้อหา หลักสูตร ให้สอดคล้องกับความก้าวหน้าทันต่อการเปลี่ยนแปลงของเทคโนโลยี เพื่อใช้ให้เกิดประโยชน์ในการเรียนรู้
• ผู้บริหารสามารถติดต่อประสานงานกับผู้เชี่ยวชาญด้านเทคโนโลยี เพื่อวางแผนการจัดหางบประมาณให้สามารถพัฒนาระบบเครือข่ายอินเทอร์เน็ต คอมพิวเตอร์ ซอร์ฟแวร์ และเทคโนโลยีอื่นๆ ที่จำเป็นให้บรรลุเป้าหมายตามวัตถุประสงค์
• ผู้บริหารจะต้องร่วมมือกันในการวางแผนยุทธศาสตร์ในการจัดสรรงบประมาณและพัฒนาบุคลากรด้านการจัดกิจกรรมการเรียนรู้ สำรวจทรัพยากร เครื่องมือที่ใช้สำหรับการติดต่อสื่อสารในการแลกเปลี่ยนเรียนรู้ผ่านระบบเครือข่ายอินเทอร์เน็ต
• ความก้าวหน้าทางด้านเทคโนโลยีและการสื่อสาร ผู้บริหารไม่อาจหลีกเลี่ยงได้ว่ามีความสำคัญ เป็นสิ่งใกล้ตัวและจำเป็นอย่างยิ่งในการพัฒนาและการจัดการ ไม่ว่าจะเป็นจดหมายอิเล็คทรอนิกส์ มัลติมีเดียและซอร์ฟแวร์ต่างๆ หัวใจของการบริหารจัดการอีกประการหนึ่งที่ผู้บริหารต้องรู้และเข้าใจในการออกแบบการเรียนรู้และเลือกใช้เทคโนโลยีอย่างชาญฉลาด คือ มีจริยธรรม ไม่ละเมิดกฎหมาย
• การจัดตั้งสถาบันของผู้เชี่ยวชาญด้านเทคโนโลยี นับว่ามีความสำคัญอย่างยิ่งที่จะเป็นผู้นำในการพัฒนาการเรียนรู้ด้านเทคโนโลยีได้ดียิ่งขึ้น
• จากที่กล่าวมาข้างต้นจะเห็นได้ว่าการพัฒนาการด้านเทคโนโลยีมีความสำคัญอย่างยิ่ง ไม่ว่าจะเป็นการใช้งานในด้านต่างๆ ทั้งการบริหารจัดการที่ต้องเป็นผู้กำหนด วางแผน ออกแบบและตัดสินใจในการใช้เทคโนโลยีที่เหมาะสม ระบบระเบียน ฐานข้อมูล ในส่วนของการจัดการเรียนการสอนนั้นเน้นให้ผู้เรียนได้ศึกษาค้นคว้าผ่านระบบเครือข่ายอินเทอร์เน็ตและใช้เทคโนโลยีอย่างชาญฉลาด

Technology Training for
School Administrators:
A Real World
Approach
E ducational administrators are the
,keys to successful technology planning
and integration (Office of Technology
Assessment, 1995), however
the dilemma is that school leaders often
lack the necessary technology skills
and knowledge to achieve their
schools' technology oriented goals
(Kearsley, 1988). Furthermore,
courses and professional development
opporttmities in technology for these
individuals are limited. The void of
technology education makes it difficult
for administrators to make wise
decisions or understand the process of
implementing and using technology.
Administrators have many responsibilities
when it comes to technology.
They include initiating communication
about technology and instruction,
and leading the school
community through the financial, bureaucratic,
and political obstacles that
arise with technology (Maurer &
Davidson, 1998). How can principals
and superintendents lead schools
when they lack this critical technology
information? To attain the benefits
of technology, school leaders
need a thorough and comprehensive
education to learn the necessary technology
skills and knowledge.
The benefits of technology for students,
teachers, and principals are well
documented (Cradler & Bridgforth,
1997). Technology creates more time
for administrators and teachers by
streamlining managerial tasks and decreases
isolation by providing a venue
for more communication via e-mail
and the intemet (Kosakowski, 1998).
Independent learning and critical
thinking skills are enhanced when
technology is integrated into the curriculum
(Bozeman, 1999b; Chin &
Horton, 1994; Cradler & Bridgforth,
1997). In Dwyer's report (1994) of a
ten-year technology project, students
gained many advanced skills such as
communicating more effectively, becoming
independent learners, working
collaboratively, and using technology
appropriately. Overall, when administrators
act as technology leaders, the
teachers and students use and integrate
technology more successfully
(Bozeman, 1999a; MacNeil &
Delefield, 1998).
The multi-faceted and dynamic nature
of technology requires that professional
development addresses many
areas to accommodate new applications,
policies, and current issues.
School administrators require technology
skills and knowledge in two areas:
(a) utilizing technology for
teaching and learning and (b) utilizing
technology in the non-instruc-
By Cynthia Geer
tional processes of managing and leading
schools (MacNeil & Delafield,
1998). The focus of this article is a
description of a course designed for
school administrators that incorporates
these two components.
COURSE OVERVIEW
The constructivist-based (von
Glasersfeld, 1989) course involves a
'real world approach' so principals and
superintendents can connect the technology
knowledge and applications to
their job situations. The topics incorporate
the instructional, managerial,
and leadership skills in technology
that are required of a school administrator.
These were identified through
previous studies (Bailey, 1997;
Bozeman & Spuck, 1991; Glenna &
Melmed, 1996). Brief descriptions,
suggested learning activities, resources,
and assignments are provided
for each topic (See Table 1 on page
58). A suggested final project for the
course is a completed technology plan
for a school or a grant application for
technology-oriented funding. To successfully
teach the topics, a hands-on
approach is employed. Computers, appropriate
software, intemet access, and
technology tools such as a scanner and
digital camera are necessat%
56 TechTrends Volume 46, Issue 6

Topic h Technology Leadership
Skills
To stress the importance of the
school administrator's role in successful
technology integration in their schools,
the participants are introduced to best
practices in technology. A rationale of
using technology as a learning tool and
a way to empower teachers and students
is discussed. A review of national
and state guidelines is
conducted.
Topic Ih School F'mance
The subject of this session is using
spreadsheet software to manage budgets
and funds. School administrators
find this application helps them analyze
financial information quickly and
accurately. Financial issues such as the
reallocation of funds, grant sources,
and support agencies are also addressed.
Topic IIh Teachers and Technology
A vital piece for a successful technology
plan or technology grant is staff
development. In this session, staff development
models for technology such
as mentoring/coaching and train the
trainer models are addressed. The role
of the school administrator as technology
supervisor, coach and evaluator is
discussed. An analysis of effective
teaching strategies for integrating technology
is conducted.
Topic IV: Information Management
Electronic databases are efficient
ways to finding, sorting, and managing
student, teacher, and school information.
During this session, participants
will learn how to create their own databases
and explore the many databases
available to assist school administrators
in their work. Obtained or created
data are used in technology plan or the
grant.
Topic V: Technology Resources
and Tools
Participants explore and use technology
tools such as digital cameras,
personal digital assistants, and scanners.
Opportunities to experience
video-conferencing and distance learning
are made available. Internet
searches, particularly Web sites aimed
at school administrators are conducted.
Topic Vh Communicating with
Technology
Effective communication skills are
imperative for a school administrator.
Technology is an invaluable tool for
keeping the school commtmit3' informed.
Technologies for communication
such as email, multimedia and
webpage development software are explored
and utilized in these sessions.
Topic VII: Computer Facilities
School adminism~tors need to have
a basic knowledge of computer hardware
~md networking to make wise decisions
about computer purchases and
networking infrastructure. These topics
are presented and discussed along with
other issues such as security and technical
support.
Topic VIII: Technology Ethical and
Legal Issues
Schools face ethical and legal issues
when technology is integrated into
schools. Throughout the course, topics
such as internet safety, acceptable use
policies, teacher evaluation, safet3", securit3,
equity, and technology issues are
discussed.
COI~I.USION
The topic descriptions demonstrate the
great extent of technology issues and
applications that school administrators
need to know. This course overview
only serves as a template and can be
designed to meet individual circumstances.
Depending on the needs of
the school administrators, specific topics
can be pulled out and taught as individual
workshops. In a university
setting, the topics could be integrated
into previously designed courses. For
example, distance learning could be
incorporated into a curriculum class or
multimedia tools could be integrated
into a school leadership course. One
critical component that should remain,
no matter what the situation, is
the real world approach. It is imperative
to give them a 'hands-on' approach
and to connect the technology
to the school administrators' world of
work.
School administrators are the impetus
for successful technology use in
schools. Developing ,and implementing
courses that will educate principals and
superintendents in technology are crucial
if successful technology use and integration
is to occur (Clark & Denton,
1998; Office of Technology Assessment,
1995). A firm foundation in technolo~"
knowledge, skills relative to the insmmtional
process, and leadership and
managerial skills in technology are required.
The technology components
ktentified in this paper provide a means
for principals and superintendents to
learn technology knowledge and skills
necessary to accomplish their administrative
responsibilities.
Bailey, G., (1997). What technology
leaders need to "know: The essential
top 10 concepts for technology integration
in the 21st century. Learning
and Leading with Technology, 1(25),
57-62.
Bailey, G., Ross, T., & Griffin, D.
(1995). Barriers to curriculum-technology
integration: Are you asking
the right questions? Catalyst for
Change, 25(1), p.57-62.
~zeman, W. C. (1999a). Educational
Technology: Best Practices from
American's Schools. 2nd ed.
Larchmont, NY: Eye on Education.
Bozeman, W.C. (1999b). Toward effective
faculty technology training and
development. The AASA Professor.
(22),4.
Bozeman, W.C. & Spuck, D.W.
(1991). Technological competence:
Training educational leaders. Journal
of Research on Computing in Education,
23(4), 514-29.
Chin, S. & Hortin, J.A. (1994). Teachers'
perceptions of instructional technology
and staff development. Journal
of Educational Technology Systen~s,
22(2). 83-98.
VoLume 46, Issue 6 TechTrends 57

Clark, S. & Denton, J., (1998). Integrating
Technology in the Sch~x~l Environment
Through the Principal's
Lens. (ERIC Document Reprt~Juction
Service No. ED 417 696).
Cradler, J. & Bridgforth, E. (1997).
Sunmxary of cunent re,arch and
evaluanon findings on technolo~, in
education. Retrieved April 14,200t
from www.fia'l.org/techpoiicy/
refind.html
Cunningham, C. (ed) (1997). Pers-pectires:
instructional Technology for
teachers. Boulder, CO: Coursewise
Publishing.
Davidson, G. & Maurer, M.M. (1995).
Leadership in instructional technolo~:
Tech Trends, 4(3), 23-26.
Dwyer, D. (t994). Apple classrooms of
tomorrow. What we've learned. Educational
Leadership. 5 l(7). 4-10.
Glenna, T.K. & Melmed, A. (1996).
Fostering the use of educational techpa~lo~':
Elements of a national strateg% A
R:md Report, Santa Monica, CA:
Rand.
Hirschbuhl, J. & Bishop, D. (Eds)
(2000). Computers in Education 00/01
Annual Editions. Guilfi~rd, CT:
Dushkin/McGraw Hill.
Kearstey, G. (1988). What should
today's administrator., know about
c~mputers? Technolo,.:icai H~'ri:ons in
Edt'catk,n. 16(4), 65-(%
Kosakowski, r (~998). The benefit, of
anti ~rmation technoioey. (ERIC Doct,-
mel:t Reproduction Service No.
EDO-iR-%-04).
International Society t['r Technology
in EAt:cation. (200C). Nnti,maI Educatiop,
al Standards for Students: C~;nnecti':
a Cumculum and Technok,~:r. ISTE.
Lumle;, D. & Bailey, G. (1907). Plannine
,'or .'echnok,,~5: A ~:tidelxx~k k;r administrators.
Blot)ruing:t)-:, !N:
National Educationni Serv:ce.
),lncNe!l, A. & Deiafic'.d, D. [i99S).
P:-inc'pai ieadersh:p for >ttcces*fti:
Tcci:n:~l:~ and Teaci:er ::.,:_:cat:::A:: a-
::u::{,2 96- ~)k :v".
*laurer, M. & D::vidson, D, (199.'5).
LeMersi::p in !n.,tr::ction,:i Teci:t::,i,,:.,.:.
UFper Saddle Rive:; NJ: Pre,:tice-
Hail. Inc.
Office of Technolo~" Assessment.
(1995). Teachers and technology:
Making the connection. (OTA-HER-
616). Washington, DC: U.S. Government
Printing Office.
Tiene, D. & Ingrain, A. (2~X?l) Exploring
Current Issues in Educational Technolo~'.
Boston, MAr McGraw Hill.
Von Glasersfeld, E. (1989). Cognition,
construction of knowledge, and
teaching. Synthese,80, 121-140.
Table 1
Topic I: Technology Leadership
SkilLs Instructional Strategies:
A. Readings
Lumley & Bailey (1997). Bozeman
(1999a, 1999b). Davidson & Maurer
(1995).
B. Websites
http://www.tcet.unt.edu/tek-plan.htm
- sample technology plans
http://planet.rtec.org/pkmdb/ - sample
technology' plans
http://www.nap.edu/readingroom/
books/techgap/index.htm[ articles
on technolog-f and education
http://search.nap.edu/hnnt/techgap/
systemic.html - systemic refi)rm
ht tp://www.ed.gov/Technoiogy/ - technology
graqts and piannmg
i:ttp://falc on.jm,i.edu/-ramseyil/
technology.htm - links to additional
tectmolog;' sites
hup://www.iste.org Natioqal Technology
Standards.
C. Assignments
i ) E-mail - estaiq:sh emaii accounts R~r
nli future administrators and utili:e
througb, out the course. Stress the
,.mportance or commtmicatiol: and
t:e :nto effbcnve leadership.
2) Newsletter> - word-processing -
Develop ~ newsletter or brocl~ure to
comlnun:cate with staff anti parents
alx~ut .:he :echnoloax/ planning pro-
CC,~>.
]) interner - >earc}: xvebsites listed
nbove for technc~lov} Fian ,at grant
IDfornl~ltlOI'l
Topic II: School Finance Instructional
Suggestions:
A. Activities
1) Analyze schc• budget information
to determine costs to implement
technology plan or funding for technology
grant.
2) Guest speakers from sch~x~is who
have successfully funded technology.
B. Assignment
1) Spreadsheets - Using spreadsheet
software, create a budget for technology
grant or technology plan.
Topic III - Teacher and Technology
Instructional Suggestions:
A. Readings
Bailey, Ross, & Griffin (1995).
Bozeman (1999b)
B. Websites
To analyze different staff development
models, search the websites below.
http://www.u.arizona.edu/ic/imp.tech/
sd.key.issues.html - staff development
criteria
http://www.wested.org/tie/techplan/
staff dev/welcome.htm - staff development
example
http://www.nsdc.org/library/
technology.html - National Staff Development
Council
http://www.tenet.edu/professional/
profdev.html -links to professional development
and research.
C. Activities
1) Analy:e videotapes of teachers using
technology. Evaluate the teaching
and learning process. Connect to
supervision and coaching teachers
and tie into evaluation and technology
planning.
D. Assignments
(Incorporate in technology plan or
grant.)
I) Develop Lesson Plan that incorporates
techno[o~" and reflects act objecuve
estahGhed in technology
plan.
2) Send an e-renal to a ciassmnte that
sumn:arize> a staff development
ma,iel and why it should or q:oc:ld
not be u.~ed.
3) Usinv databqses such as ERIC, state
and federal ,
impact of" technology on teaching
and learning.
4) Develop or modifi,, an existing
teacher evaluation form to incorporate
technology components.
5) Evaluate instructional software - refer
to http://ww~:enc.org for evaluation
form
6) Evaluate websites - refer to http://
www.discoveryschool.com/
schrockguide/ for sample website
evaluation forms.
Topic IV. Information Management
Instructional Suggestions:
A. Activities
1)Analyze administrative software such
as scheduling software, grade books,
record keeping, attendance, discipline
records, and employee records.
2) Retrieve data such as district report
cards, academic performance, and demo~
tphic data from state databases.
3) Intemet - access state and national
databases.
4) Review grading software and scheduling
software.
a. Assignments - (Use data in technology
plan or grant application)
1)Using database program such a
Microsoft Access, create and manipulate
student/teacher data. Software examples:
Microsoft Access.
Topic V - Technology Resources
and Tools Instructional Suggestions:
A. Websites
http://~-~-a'.aasa.org/ Americ,'m Association
for School Adminisxmuxs
http://~:usaa.or~ - Urban Superintendents
Association tx cAmerica
http://a~:b,xsa-ohio.org/- Buckeye Association
of Schcx3l Administrators
http://ww,a:principals.orig/- National Association
of Secon4~ry Sch~x)l Principals
http://~a.~:naesp.org/- National Ass, x:iation
of Elemental" ~hool Principals
B. Activities
1) Students use scanners and digital
cameras and insert the graphic images
in word processing documents,
spreadsheets, newsletters, etc...
2) Students examine and evaluate personal
digital assistants.
3) Students conduct intemet searches.
C. Assignments
(Use in technobgy plan or grant.)
1) Explore and evaluate technology
t{×~ls.
2)Incorporate information from
websites into tech plan or grant.
Topic VI. Communicating with
Technology Instructional Suggestions:
A. Activities
1) Participants explore multimedia and
webpage development software.
B. Assignments
1) Multimedia Presentations - create
multimedia presentation to present
technology plan components to
sch~x~l community. Software
Microsoft PowerPoint, Corel Presentations
2) WebPage Development - develop
web page using authoring software to
keep communitT informed about
school issues. Software: Frontpage,
Netscape Composer.
3) Develop email address groups to
commtmicate to faculty, other schcvol
administrators, and the community.
Topic VII - Computer Facilities In.
structional Suggestions:
A. Activities
1) Guest speakers from computer and
networking companies discuss technok)
gy products and options.
2) Do computer equipment comparisons,
considerations with security,
maintenance, and lab vs. computers in
classroom.
3) Analyze costs and other financial
data fbr long term funding of technology.
Topic VIII - Technology Ethical and
Legal Issues Instructional Suggestions:
A. Readings
"l-lene, Dr. Ingmm, A. (2001).
Cunningham, C. (ed) (1997).
Hi>chbuhl, J. & Bishop, D. (eds)
(2000).
B. Activities
1 / Discuss current issues.
2) Guest speaker on legal issues related
to technolo~,~'
3) Internet search on sample acceptable
user policies (AUP)
C. Assignments
1) Locate or write an acceptable use
policy for tedmology plan.
2) Evaluate technology plan to determine
if technology is available to all
students.
Dr. Cynthia tt.l~.er is o professor d science education
nt Xavier Universi~/in Cincinnati, Ohio. Dr. Geer also
teaches instructional technology courses for preservice
teachers end condu~ professional development
semiam in technology and science.
Volume 46, Issue 6 TechTrends 59

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