EDUC 5373 Innovative Leadership: Blog 3

When implementing a technology vision, it’s important to seek out credited research to support the mission. Helen Crompton outlines effective technology integration using the ISTE standards to align best practice. One study outlined the differences between a traditional classroom and one that used innovative technology-based teaching approaches. Four classrooms with 116 students, the experiment yields significant differences in learning outcomes with the innovative classroom technology compared to the traditional classroom. Higher learning gains and increased motivation were found within the innovative technology classroom (Crompton, 2023). These practices align with ISTE Educator Standard 2.2 where educators “seek opportunities for leadership to support student empowerment and success and to improve teaching and learning” (ISTE, 2024). The practice of growing in professional development is essential to improving our practice and providing the best education possible for our students. When creating a technology vision, it’s important to encourage educators to be lifelong learners. Students need teachers who are digitally literate, so they can be digitally literate as well.

An additional standard that should be highlighted is 2.3 which states, “Educators inspire students to positively contribute to and responsibly participate in the digital world” (ISTE, 2024). Encouraging empathy and digital literacy are key components to a well-rounded education in a digitally driven world. A study was conducted to test how teachers used Twitter to teach civic knowledge to both elementary and secondary students. Data showed that elementary school students gained valuable knowledge concerning appropriate interactions and effective communication (Crompton, 2023). This prepared high school students to better understand social justice, apply knowledge, and think critically. Engaging in the practice of these civic skills helps students become digitally engaged citizens. As I prepare my technology vision, I will focus on the development of students and their digital literacy education. 

As with any new implementation, there are challenges to arise. It’s a true testament to the leadership based on their reactions and future steps after issues arise. Working on technology implementation is a necessary step, and it’s important to be proactive when facing challenges. Gonzales (2019) discusses three common challenges when implementing a 1:1 initiative: funding and use expectations. Technology integration can result in lots of change which often receives pushback as noted, “School leaders also experienced having to negotiate and set expectations or norms…on how instruction was going to change” (Gonzalez, 2019). These challenges should be addressed by setting the expectation that change, while difficult, is necessary for improvement and growth. I think implementing and expecting a willingness to change comes with two steps: acknowledging that it is difficult and holding everyone accountable for doing their part, including leadership. Both of these steps are crucial to implementing positive change. These concepts are reflected in ISTE Standard for Educational Leader 3.2 Visionary Planner which states, “Leaders engage others in establishing a vision, strategic plan and ongoing evaluation cycle for transforming learning with technology” (ISTE, 2024). These practices allow for positive change to occur while acknowledging the challenges and holding everyone accountable for their part in improving best practices. This acknowledgement and accountability will lead to positive digital literacy outcomes for students. 

Developing a Technology Vision and corresponding goals are critical steps to implementing positive change. Collaborating with a diverse group of stakeholders is key to creating a vision and goals that are developed with everyone in mind. When drafting these elements, it’s important to prioritize ISTE standards for students, educators, and education leaders because all of these stakeholders play a critical role in the success of the technology vision coming to life. Based on key ideals from the ISTE standards, students need to be empowered to be digital citizens, educators need time and resources to improve practice, and educational leaders need to engage and implement vision and strategic plans (ISTE, 2024). The ISTE Essential Conditions, seven critical elements for effectively integrating technology into classrooms, offer a framework to help guide educators as they support student learning. Two ISTE Essential Conditions I’d like to include are Equitable Access and Prepared Educators. Part of digital literacy is providing equitable access not only for devices but for opportunities. Curriculum needs to be based on the student body and serving all of their needs. In the same way, the Essential Condition of Prepared Educators seeks to ensure that educators are given the best opportunities to grow in their use of technology through resources, support, and relevant professional development. As I work to create my technology vision and its corresponding goals, I will prioritize student digital literacy and appropriate staff support because teachers and students are the most important factors when implementing technology effectively. 


References 

Crompton, H. (2023). Evidence of the ISTE Standards for Educators leading to learning gains. Journal of Digital Learning in Teacher Education, 39(4), 201–219. https://doi.org/10.1080/21532974.2023.2244089


Essential conditions for effective tech use in schools. (2023, July 26). ISTE. https://iste.org/essential-conditions-for-effective-tech-use-in-schools#:~:text=Create%20a%20shared%20vision%20for,align%20that%20vision%20to%20established

Gonzales, M. M. & University of Nevada Las Vegas. (2019). School technology leadership vision and challenges. In International Journal of Educational Management (Vols. 34–34, Issue 4, pp. 697–708) [Journal-article]. https://doi.org/10.1108/IJEM-02-2019-0075

Iste. (2024, November 28). Standards. ISTE. https://iste.org/standards

Comments

  1. JMSApril 2, 2025 at 9:09 PM

    I also found Crompton's study interesting and useful as evidence of the effectiveness of the ISTE standards for educators. I agree with you that it's important to have research to back up ideas about what is effective. I can also relate to what you say about wanting to focus on students' digital literacy, and the need for their teachers to have the technology skills to teach and guide them in these areas as well. I agree that equitable access and prepared educators are very important. Right now there is a lot of variation from one teacher to another in my school. Some use technology a lot and others don't. Some have strong skills and others struggle with technology. While equity of access to computers has been a focus in my district, equity of use has not so far. - Joanne Scott

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  2. Carissa GApril 3, 2025 at 11:43 AM

    Your blog is well thought out and provides a lot of valuable information. I agree with you on the importance of professional development. By participating in continuous training, educators will be able to provide a more effective learning experience for their students.

    ReplyDelete
  3. bbarker1223323April 5, 2025 at 2:07 AM


    The practical challenges seen in schools are so common, and frequent. The variation between how different teachers use technology is a really common issue, and I think you're spot-on in pointing out that “equity of use” hasn’t gotten as much attention as “equity of access.” That’s such an important distinction.

    ReplyDelete
  4. Kathy SportsmanApril 6, 2025 at 8:49 PM

    The connection to the ISTE Standard for Educational Leaders is particularly meaningful. By emphasizing the need for both vision and ongoing evaluation, it suggests that technology implementation isn't a one-and-done project but rather a continuous journey of adaptation and improvement. This feels especially relevant in today's rapidly evolving educational landscape.

    ReplyDelete

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