October 2004 — Features

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Fulfilling the Need for a Technology Integration Specialist

By Mark Hofer, Barbara Chamberlin & Tammy Scot

In each case, the technology integration specialist fulfilled a number of roles (Scot 2004). The position in implementation became more than just a person who helped to advance technology use; these teachers became global leaders in the schools and change agents for curricular and pedagogical renewal. In addition, they fulfilled an important role in policy implementation, acting as communication conduits from the superintendent, through the central office, through the school administration, to the classroom teachers, and back again in the other direction.

Several factors influence their ability to become global leaders. The first is that they have unencumbered time during the day. They set their own schedules and are able to be flexible to meet the needs of teachers as they arise. Technology integration teachers meet directly with many grade-level teams for curriculum planning. They also work with students when invited, consult with teachers on an as-requested basis, plan and deliver staff development workshops, as well as work on grants and other whole-school endeavors.

Technology integration specialists are a somewhat disruptive force in the normal way of teaching in the school: they are change agents. The specialists suggest new ways of teaching, demonstrate new equipment, bring in new resources and create new policies. They use their credibility as a classroom teacher and their knowledge of teaching strategies to help design lessons and plan projects with the teachers. These specialists also use their position to make technology visible. Understanding the global impact of this position should influence hiring decisions. The need for possessing excellent people skills, flexibility and a global perspective far outweigh the need for technology expertise.

Conclusion

Beattie (2000) states: “The job description of the IT specialist is, indeed, evolving, and schools may not be fully conscious of what they are looking for, preferring the judicious approach of ‘we’ll know it when we see it.’ ” This proposal leaves many questions unanswered. What budget justification can be used to support a new faculty member? Where can technology integration specialists be found? How can teachers and media specialists be trained to fulfill this new role? These are all important and challenging questions. The first step is to identify the role, moving beyond the “we’ll know it when we see it” approach.

In addition, Beattie stresses that the job market will provide IT specialists with this new skill set if the schools offer the leadership and demand it. Similarly, justification will come in making the money spent on education technology worthwhile as teachers feel more comfortable having a partner to guide them in their use of technology.

The creation of this new position is not the final answer. It will, however, tie technology closer to curriculum, provide teachers the support they need to change their instruction, and tap into the potential of technology to enhance teaching and learning.