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Technology Integration in Professional Development for Principals

As technology evolves, so does the role of a school administrator. This continuous change emphasizes the vital necessity for educational leaders to fully comprehend the rationale behind integrating technology into schools.

Principals and other educational leaders can cultivate proficiency in navigating technological integration by embracing ongoing learning through professional development, establishing collaborative networks with peers and specialists, prioritizing student needs, skillfully managing risks, empowering educators and deploying methods for effective monitoring and assessment.

These methods not only enhance the capabilities of educational leaders but also guarantee that technology integration prioritizes the welfare of students and the best interest of the school community. Graduates of an advanced education program, such as the online Master of Arts (M.A.) in Urban Education with a concentration in Principal Preparation program from Norfolk State University (NSU), have the skills to integrate technology in the principal role and support student success.

Integrating Technology Into Schools

Successfully integrating technology into schools requires a thoughtful approach. Administrators and educational leaders should start by understanding their educational community’s specific needs and goals.

Principals must provide comprehensive and ongoing education technology tools and professional development for educators to build their confidence and skills with technology. This approach fosters a culture of collaboration where teachers share ideas and resources to support each other in the use of technology.

An Association for Supervision and Curriculum Development (ASCD) article suggests that fostering a culture of collaboration is crucial to technology integration. Some essential components of tech integration include:

  • Spreading out the professional learning journey over several weeks
  • Encouraging teachers to develop and exchange their own classroom-tested ideas, resources and presentations
  • Offering personalized coaching sessions where they can brainstorm with a mentor on ways to utilize technology tools effectively

Professional Study and Collaboration

When professional development is critical to teaching, decisions on integrating it into teachers’ daily routines will largely occur at the local school level, according to a National Center for Education Statistics (NCES) article on professional development and technology in schools.

Experts concur that the successful integration of technology in schools demands training to acquire essential knowledge and skills as well as professional development to effectively apply these tools in instruction and school management.

Ideally, technology should seamlessly blend into the school environment and require minimal prior learning, with teachers and students utilizing relevant technological tools. However, current technological tools often lack this seamless integration, necessitating training and professional development for teachers, staff and students. This ongoing challenge highlights the pressing need for increased funding to support professional development initiatives in schools.

Shaping Tech-savvy Educational Leadership

Administrators often see themselves as the primary leaders in instruction within their schools —and understandably so. Many aspects of school operation involve guiding educators to provide excellent and engaging teaching. Nevertheless, given the substantial opportunity for technology to enrich education, an Edutopia article on technology integration proposes that administrators should also adopt the responsibility of technology leadership.

School leaders in today’s educational landscape need technology skills for many reasons:

  • Embodying technology leadership allows administrators to serve as a model and guide, showcasing how to employ various tools on campus.
  • Assuming the role of a technology leader keeps administrators informed about the technological practices of faculty and staff.
  • Familiarity with the technology tools utilized by faculty and staff enables administrators to assess their needs accurately.

Explore Technology Advances

Low-cost technology is revolutionizing education, enabling teachers to engage in interactive learning, share resources and enhance their skills in unprecedented ways. This shift reflects the evolving roles of teachers, who now serve as catalysts for innovation and progress.

In particular, they bridge the technology gap for students and ensure equitable access to education opportunities. According to Global Partnership for Education, traditionally underfunded educators are doing their best and meeting the moment. Despite challenges, low- and middle-income regions with limited resources and inadequate infrastructure have made notable strides in addressing these obstacles, especially in response to the COVID-19 pandemic.

How an Advanced Education Degree Can Help

All school leaders face issues of technological integration and must understand the logistics behind those decisions. As principals and school leaders look to gain the skills to navigate these concepts on behalf of their students, NSU’s online M.A. Urban Education – Principal Preparation program may be a good fit.

Throughout the curriculum, students examine the significance of implementing equitable policies, consensus-building strategies and decision-making methods tailored to multicultural communities while also gaining a deeper understanding of motivational and organizational theories.

The Supervision and Evaluation of Instruction course and the Research Methods course help students familiarize themselves with technology and its implementation in public school systems. The program enhances a school leader’s existing knowledge in education and delves into both theoretical and practical aspects of culturally responsive school leadership, particularly in urban environments and other diverse settings.

Learn more about Norfolk State University’s online Master of Arts in Urban Education with a concentration in Principal Preparation program.

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