Full Library

Technology has brought significant opportunities to education, but they are largely being lost. In many cases, spending on educational technology (EdTech) has not resulted in improved student outcomes. This Organizational Improvement Plan (OIP) addresses the problem of practice (PoP) of a lack of a framework and supports for K-12 teachers to effectively utilize EdTech in classrooms in the Canadian province of British Columbia (BC). Using a BC school district as a case study, I propose strategies for how leaders can craft and implement a change plan to enhance an EdTech ecosystem that best supports teachers and learners. Establishing a framework for effective use of EdTech in schools is complex and multifaceted. Investments in technology must support best pedagogical practices, and leaders must create conditions that boost teachers’ Technological, Pedagogical and Content Knowledge (TPACK; Mishra & Koehler, 2006). Leaders must adapt to shifting power dynamics in which teachers have new roles as emergent leaders. Optimizing the impact of EdTech in education requires a confluence of three key factors: technology, pedagogy, and excellent leadership. The change process must be iterative, ongoing, stakeholder-driven, and system-wide. This OIP blends Appreciative Inquiry (Cooperrider, 1986) principles with servant leadership (Greenleaf, 1970) and incorporates the district’s existing approaches into a hybrid transformational leadership model. I explore a three-pronged solution of EdTech capacity building for teachers, an EdTech vetting system, and a supportive leadership framework. This aims to raise TPACK, optimize EdTech usage, support wise pedagogy, and improve student outcomes.

zotzenLib.CopiedFrom: 2339240:ZLE9FQ6M