Module 1 Blog Post ~ Laura Funk

What is your general definition of teacher leadership?

My general definition of teacher leadership is someone who sets high learning standards and developmental goals for their students.  This teacher is also constantly reflecting on best practices, technology and the efficiency and effectiveness of their methods in the classroom.   Teacher leadership is also someone highly motivated to attend conferences and be aware of the most current materials and methods being used in his/her field and strives to maintain that level of knowledge for their curriculum. 

What examples of teacher leadership have you observed or experienced?

I witness examples of teacher leadership frequently at my school.  My team of specialist teachers (art, music, health, gym, etc.) asked other content teams in the school to provide us with a brief overview of the main topics they hope to cover in their classes.  We then try to plan our lessons to make cross-curricular ties with main subjects to make learning more dynamic and full-circle for our students.  We are not required to do this, but many of us feel strongly about working together and helping students understand the relationship of topics and how subjects can team up in making learning fun and unique. 

Another example of teacher leadership I experience is when I attend our WV Art Education Conference in October.  Teachers statewide gather to share their best lessons with each other and discuss successful strategies they use for organization, classroom management, and any other pertinent topic in education we can think of from our personal experiences in our classrooms.  This is always an enlightening 2 days and fills me with ideas, motivation and enthusiasm to try the lessons with my students firsthand. 

And finally, I am the “team leader” of my group (the Specialists) and participate in curriculum development for my school with the other team leaders.  We focus on test scores to help us decide where deficits exist and we brainstorm ways to improve those areas of need.  We also come up with new ideas of helping reinforce positive behaviors and respectful attitudes among our students.  This curriculum development team highlights both the good and bad and works tirelessly to implement change and steady growth.  I am proud to be a leader at my school and work hard to encourage others to be proactive in their positions and become more involved.  I know I influence others in a positive way and do my best to maintain a high standard of learning and development for my curriculum, my students and myself. 

How is leadership for meaningful technology integration different from other kinds of leadership?

Leadership for meaningful technology integration focuses on current apps, programs, and devices = anything that can enhance instruction for our contemporary learners of today.  Meaningful technology integration requires trail-blaze teachers to step out of their comfort zone and learn with the students or perhaps let the students teach us (teachers) about new technologies, websites or apps that will coordinate with lessons and enhance the learning process. 

Teachers have to be willing to fail in their attempts at trying these new ideas.  Technology integration requires change and many teachers fear the unknown.  Leadership in technology forces teachers to be creative and resourceful.  The balance of power shifts and teachers have to be willing to embrace all that technology has to offer. 

To be an advocate for technology leadership, you have to be current in what is readily available, what has been recommended as an effective tool and which sites are more dependable and effective.  Technology is always changing and advocates need to be aware of new as well as tried and true resources alike. 

Other kinds of leadership involve set examples, mentalities, and structures for others to follow.  Other kinds of leadership involve a few leading the many.  With technology integration, you have to be more proactive and collaborative in your joint efforts for uniform acceptance and change.  Technology integration involves more collaboration among a whole body of teachers for it to be truly effective. 

From your perspective, what are the benefits and the challenges of teacher leadership for technology (for teachers, for students, for schools, for the profession)?  

Personally I was able to purchase 14 ipad minis for my classroom last year.  With those devices I have been able to add more research components to my assignments and students have been able to be more independent in seeking out answers to their own questions.  It forces my students to be more self-aware of what they are trying to accomplish and to seek out answers, or images to help them achieve what they want to convey in their writing or in their artwork.  I am also able to integrate useful educational apps on the ipads in my curriculum where students can pace themselves and learn at their own comfort level.  The ipads have been an excellent addition and other teachers are noticing their effectiveness. 

The benefits of teacher leadership for technology are that we can influence others to join the movement to contemporary devices or programs to enhance learning.  We can show others how effective these tools can be in education and how much students enjoy using technology in their classes.  Students can become more responsible, independent and proactive in their goals and teachers are providing students with more freedom and opportunities for creativity and originality.

Challenges of teacher leadership for technology are teachers being set in their ways, too scared to try something new.  Lack of funding and support from administration or the board is sometimes a problem, but not in my county.  Teachers not making sure they are fully trained or knowledgeable in something they are about to try with students could be problematic.  Lastly, lack of knowledge of the maintenance required for such devices (like ipads) for the long-term is a concern if not properly stored and updated.  Safe and appropriate use of searches is also a worry.  Teachers need to thoroughly go over expectations and rules for the use of ipads and “google searches” before giving students control over them in class.   These challenges can be easily overcome by being prepared and aware of the pros and cons and being absolutely sure you are in control of the way students are handling these technology tools and devices.   If done right, the technology integration is such a positive and proactive addition to any classroom environment and I highly recommend its implementation! 

Digital Leadership: Changing Paradigms for Changing Times (Chapters 1 and 2)  

Chapter  1 The Evolving Educational Landscape

Choose two characteristics of today’s learners and the resulting disconnects that they are experiencing in schools, provided by (Ian Jukes, Ted McCain, and Lee Crockett (2010), and post an agreement and/ or disagreement to our course blog.

Interactive Whiteboards (IWBs)

I agree that these Interactive Whiteboards have a positive impact on learning 100%!  Unfortunately having them in classrooms is NOT a standard in my county.  It is true that many have them, but at South Middle, my school, I would say less than half of us have them.  Also I am going to point out that I think most of the teachers that do have them don’t know enough about all they have to offer to utilize them to their full potential.  So essentially they are being wasted in classrooms with teachers who don’t want to put the time into researching and figuring them out.  I would LOVE an interactive whiteboard!  I have seen all sorts of ways art teacher’s can utilize them.  Perhaps one day I will get the pleasure of integrating this device into my classroom, but for now I find other creative avenues to integrate technology with apps and images from my ipads. 

So I suppose my general stance is agreeing with what the text shares as positive impacts resulting from the use of smart boards or (Interactive Whiteboards), but in my particular case we fall woefully short when it comes to having high confidence and awareness of how to use these devices and all the bells and whistles that can be accomplished if they are used efficiently. 

Document Cameras

I LOVE THESE THINGS!  For art they are essential when demonstrating to a room of 30 students.  I have both an old fashion overhead projector and a simple but highly functional wireless document camera that is cordless so VERY easy and portable!  I absolutely agree with the text when they say these are very useful in a classroom and help make for dynamic visuals.  I have not recorded with mine yet, but I just purchased the one I have last school year.  I do plan on utilizing the video function when demonstrating to students so that I may post the clips to our school webpage for students to access if they miss class and have to complete an assignment at home.  My ipads have video clip capability as well if I am not satisfied with the document camera version.  I have recorded myself on an ipad before demonstrating a weaving technique for my students and a substitute so they could get by without me present.  I uploaded the video to youtube and made sure they all had the link to view it.  I was told it was extremely helpful to everyone.  This is the same idea, just utilizing a different device and technology to get the job done.   It is always nice to have options though, so I never disqualify any device or tool from my arsenal.   I use my document camera on a daily basis in art, to demonstrate processes and tools that require precision and detail.  My document camera is wireless and cordless so I am able to take it around the room to display other student’s work if they have a good example to share.  The document camera’s wireless signal gets picked up by one of my ipads, which is connected to the projector.  This works perfectly for my needs and the camera also has a lens I can add to hyper zoom in on details if needed.   A document camera is essential for me and I highly recommend it to others, depending on their need, but it is definitely worth getting and utilizing where frequent demonstrations are needed and book pages require sharing.  A good one is essential, so I recommend doing research and reading reviews beforehand. 

Chapter 2  Why Schools Must Change

According to The National Association of Secondary School Principals (NASSP) ten guidelines have been identified to assist school leaders in integrating technology in their schools and leadership practices.  Which two guidelines seem the most important to you?  (Post to blog)

Principals must effectively and consistently model the use of the same technology tools they expect teachers to use in their classrooms with the students. 

Absolutely!  It becomes quite sad and disheartening when an administrator has difficulty working an overhead projector to present a simple slide show in a meeting.  It is also equally disappointing when that same person acts confused when trying to make sure the speakers are plugged in and turned on to coordinate with the slideshow and music.  Really?!  You expect us to integrate a stellar technology plan in our instruction and you haven’t taken the time and effort to properly prepare for this presentation!?

It is essential for the schools’ collective collaboration in pursuit of technology integration for the Administrators to be well versed in technology themselves.  If not well educated in technology, how can the staff properly respect and look up to the administration for guidance and support.  Administrator support and involvement is crucial for success in this area - an absolute must!!

The principal must support early adopters and risk takers. 

YES!  The trail-blazers are the ones that are going to take the initiative to attend the state and national technology conferences to learn all there is to know about technology integration and its implementation.   If the principal wants expansion and uniformity in this area, he or she has to be willing to send teachers to these conferences and support them emotionally as well as financially as much as possible.  The folks that take the initiative to pursue these conferences and try to self-teach as much as they can are the ones that get the technology and try it out first.  No one has absolute guidelines on how to use ipads in the classroom thus far because so few have tried it yet (at least in my school).  I am lucky in that I have an excellent budget in my department and was able to afford to order them.  I am fairly certain that I am the first teacher at South that purchased a classroom set of ipads.  I have 14 devices that I ordered last December, and in full support of my principal at the time.  BUT – it is up to me to maintain them for the most part.  My TIS (technology integration specialist) set them up for me initially and made sure the wireless was set up on each device with passwords.  From that moment on, the devices have been in my care and up to me to keep maintained with updates, current apps, etc.  I purchased a secure charging cart so that the ipads could be locked up and safe, and was responsible for purchasing protective cases so if dropped they would be safely protected.  All of which I have done and continue to do for these ipads and they are well worth the trouble. 

Since I am the first to experience the pros and cons of using these devices, I am personally coming up with action plans of dos and don’ts as I go, and am sure to share my experiences with whom ever cares to listen.  But if not for me and my trial and error, no one would have knowledge and experience in this area with these devices and the students would not already be experiencing the benefits of utilizing them in my classroom to enhance learning.  The ipads have increased interest, creativity and engagement in my classroom and I feel so very lucky to have them.  Feel free to ask questions if you have any.  Thanks!