Caveats: NONE
Allyn,
I really like how you articulated the problem. I think part of the
issue is that theses positions often lack definition. Try these on:
Tech Curriculum Coordinator: Someone with an institutional view who can
set policy, in cooperation with other administration, and see that it is
followed through on. They then can move that policy forward with
implementing specific programs/technologies that meet targeted
objectives. This tends to be a top-down model (though it does not have
to be) requiring a fairly large amount of experience. It often has
demonstrable/measurable effects but can easily create broad resistance
especially if it comes across as technology for technologies sake. It
may be necessary if you do not already have a curriculum coordinator but
largely the Director of Technology or equivalent is expected to fill
this role. =20
Academic Technology Coordinator: Someone who comes into the classroom
and directly assists teachers and students, typically with special
projects with a technology focus (i.e. make a movie). They meet with
departments/sections and largely depend on the goodwill of department
heads, and heads of lower/middle/upper schools to coordinate. While
different, they share a lot in common with librarians. This typically
is a teacher or librarian with who has a heavy interest in technology.
The success of their position is highly contingent on administrative
support and having a good (broadly accepted) framework for the work they
do/propose. The big traps are that they end up doing the work instead
of the teachers and/or they become frustrated by their lack of true
empowerment. They also risk running on a one-off project basis rather
than truly integrating.
Tech Integration Coordinator: Someone who is between the two positions
outlined above. They focus on motivating and assisting teachers based
on a policy or set of administrative directives and have limited contact
with students. They work at all levels student/teacher/administrator to
effect change. They are typically a tech person who has an interest in
education. They also share the potential problems of both the positions
outlined above, but more than either of those position, if they are
completely successful, then (in theory) they should not have a job. =20
Before you get to looking for a person I would recommend you do some
work toward "defined expectations for faculty and students with regards
to skills and integration". Otherwise, you are looking for a Curriculum
Coordinator to start the process. Without a strong administrative
mandate, and a framework to hang it on, you will just spend a lot of
time leading horses to water. =20
_J
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-----Original Message-----
From: A forum for independent school educators
[mailto:ISED-L@LISTSERV.SYR.EDU] On Behalf Of Allyn Bushlow
Sent: Monday, December 03, 2007 6:09 PM
To: ISED-L@LISTSERV.SYR.EDU
Subject: Technology in Curriculum Integration
How many of you have or are considering hiring instructional
technologists/ academic technology coordinators/ technology integration
specialists / technology curriculum integration coordinator positions?
We are in our tenth year of a 1:1 laptop program and have yet to have
clearly defined expectations for faculty and students with regards to
skills and integration. With both ISTE NETS standards, NAIS Principles
of Good Practice, and 21stCenturySkills.OR there is a lot of good work
that has been done outlining very specifically what we all need to be
implementing to teach global citizens that are capable of, and
responsibly using the tools of their generation and beyond. Any input
with what you are doing at your school is much appreciated. Hopefully
this will generate some interesting conversation.
Allyn Bushlow
Director of Technology
Stevenson School
3152 Forest Lake Road
Pebble Beach, CA 93953
831-625-8395
abushlow@rlstevenson.org
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