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Leadership in Technology Integration

Leadership in Technology Integration
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Author(s): Sue Burke (Bloomington Public Schools, USA)
Copyright: 2009
Pages: 2
Source title: Encyclopedia of Distance Learning, Second Edition
Source Author(s)/Editor(s): Patricia L. Rogers (Bemidji State University, USA), Gary A. Berg (California State University Channel Islands (Retired), USA), Judith V. Boettcher (Designing for Learning, USA), Caroline Howard (HC Consulting, USA), Lorraine Justice (Hong Kong Polytechnic University, Hong Kong) and Karen D. Schenk (K. D. Schenk and Associates Consulting, USA)
DOI: 10.4018/978-1-60566-198-8.ch191

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Abstract

We have all heard the saying, “Follow the Leader,” but what if there is none? When humans learn a new skill or idea, the tendency is to look to others to see how they are implementing or embracing the new methods, as well as look to see what the expectation is in its adoption. The integration of technology in the learning process is no different. Leadership, or lack thereof, can make the difference between the technology becoming a formidable tool that causes a change in the teaching and learning within the classroom, or just being a very expensive writing implement, or even worse, an electronic tool that provides busy seatwork. When technology was first introduced into schools, it was basically a “bottom-up” implementation, with those teachers who expressed interest being the ones who led the way. Today, with the amount of money and effort that has been invested in the infrastructure, it cannot sustain any measure of success to reform and transform education without committed leadership providing both vision and support for that vision. I do not think it is an exaggeration to say that the success or failure of the integration process is dependent on the role of those who guide the process.

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