Leading the Pack: Developing Empowering Responsible Use Policies

Sauers, Nicholas J.; Richardson, Jayson W.

doi:10.1080/15391523.2018.1539644

Cited by 13 publications

(6 citation statements)

References 12 publications

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“…For example, digital principals tend to focus on the political frame by espousing and leading for a futureready vision of schooling (Kurland et al, 2010;Leithwood et al, 2008;Richardson et al, 2013;Sheninger and Murray, 2017). At the same time, the literature is clear that technology savvy educational leaders build efficient structures through policy refinement or infrastructure development Sauers and Richardson, 2019). Additionally, school leaders must meet the organization's human resources needs by hiring, onboarding and mentoring teachers who will embrace innovation for teaching and learning (Bressmanet al, 2018;Engel and Curran, 2016).…”

Section: Discussionmentioning

confidence: 99%

“…This is often achieved by creating and implementing acceptable use policies (AUPs). For example, Sauers and Richardson (2019) offered one of the few empirical studies on the topic of AUPs. These researchers analyzed 75 AUPs and categorized the content by how devices could be used, legal issues related to the use of devices and the Internet, and physical issues related to devices.…”

Section: Technology Leadership Through the Political Framementioning

confidence: 99%

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Challenges of being a digitally savvy principal

Richardson

Watts

Sterrett

2021

JEA

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PurposeThe purpose of this study was to better understand the challenges faced by leaders who have demonstrated excellence in integrating technology into teaching and learning in P-12 schools in the United States.Design/methodology/approachThis case study of technology savvy P-12 school principals provides insights into how building leaders overcome digital technology innovation challenges. In the summer of 2017, the authors interviewed 12 of the 18 recipients of the NASSP Digital Principal Award. These principals serve as examples of how to lead schools in the digital age.FindingsUsing Bolman and Deal's (2013) conceptual framework, the authors analyzed the data around the four frames (i.e., political, structural, human resources, and symbolic) to understand the challenges of being a digital principal. Bolman and Deal posited leaders who function predominantly in a single frame may miss essential organizational change elements.Research limitations/implicationsThe authors recognize several limitations in this study. First, the nominating process for the NASSP Digital Principals award involves an application process. Thus, while these principals were recognized for meeting these criteria, it is possible that these awardees were selected based on their nomination materials rather than on actual longitudinal evidence. Second, this study's data were gathered through interviews. The authors did not gather data through student work samples, teacher and staff interviews, or other data points, but rather the single data point of principal perspectives through interviews.Originality/valueOne silver lining from the pandemic is that leading schools cannot be detangled from the digital needs of diverse stakeholders. As such, digital principalship has become the new norm where the principal leads on a screen, teachers teach on a screen, and students learn on a screen. The award-winning digital principals in this study played an integral role in how they message their school's story, how they navigate and design structures, how they overcome political realities, and how they invest in addressing the needs of individuals.

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Section: Discussionmentioning

confidence: 99%

Section: Technology Leadership Through the Political Framementioning

confidence: 99%

Challenges of being a digitally savvy principal

Richardson

Watts

Sterrett

2021

JEA

Self Cite

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“…Finally, Peurach and Neumerski (2015) describe leadership infrastructure as the capabilities of both teachers and administrators. In the context of 1:1 technology, this may mean how superintendents and principals understand their role as technology leaders and in relation to instructions and the messages they send about technology (Dexter and Richardson, 2020) including parameters for appropriate use (Sauers and Richardson, 2019).…”

Section: Leadership Infrastructurementioning

confidence: 99%

Technology as infrastructure for change: district leader understandings of 1:1 educational technology initiatives and educational change

Lamb

Weiner

2021

JEA

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PurposeWhile educational infrastructure is consistently identified as a key lever for educational change, it is often overlooked in research and practice and specifically in relation to technology in schools. By using educational infrastructure as a lens to examine a group of districts' implementation of 1:1 programs, this work provides opportunities for understanding and approaching technology programs in new, and potentially more effective, ways.Design/methodology/approachUsing the concept of educational infrastructure (Mehta and Fine, 2015; Peurach and Neumerski, 2015), this multiple-case study explores the ways superintendents and district technology leaders understand and enact 1:1 technology initiatives to support educational change.FindingsThe authors find these leaders see 1:1 technology as both embedded in, and engaged in changing, the physical, cultural, instructional and leadership infrastructures. This suggests that 1:1 technology can act as an infrastructure itself and has the potential to support changes to teaching and learning across the system.Originality/valueThis study offers a new perspective to understand and enact the opportunities of 1:1 technology. Specifically, it helps to reframe technology programs away from discrete classroom or school-based interventions to consider and attend to the system-level resources they require and thus increase benefits they can produce. While always useful, such considerations are particularly important in the current context and the proliferation of online learning for so many.

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“…Thus, school principals should have the skills that provide them to use the technology that will affect the quality of learning positively. This context is only possible with school principals being technology leaders (Sauers & Richardson, 2019;Sterrett & Richardson, 2017).…”

Section: Technology Leadershipmentioning

confidence: 99%

School Technology Leadership and The Maker Movement

Sincar¹,

Önen²

2021

iedres

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The developments and changes that have been made in the world affect the educational, health or economic systems of the countries. This situation requires the schools to renew themselves. In the recent year the Covid-19 pandemic that has been experienced all around the world has accelerated this process. It showed clearly that schools should be the places where real life experiences are taught and integrated with life. Regarding this, it was aimed to present a detailed perspective about maker movement and technology leadership that are closely related to the point of view that schools should be the life itself. Accordingly, a general perspective about leadership has been summarized shortly at the beginning of the study and then technology leadership and maker movement have been presented in a detailed way and reflections of technology leadership and maker movement have been discussed. Lastly, some suggestions have been proposed for both teachers and school principals.

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Leading the Pack: Developing Empowering Responsible Use Policies

Cited by 13 publications

References 12 publications

Challenges of being a digitally savvy principal

Challenges of being a digitally savvy principal

Technology as infrastructure for change: district leader understandings of 1:1 educational technology initiatives and educational change

School Technology Leadership and The Maker Movement

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