June 2005 — Features
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A Bridge to Success
INSIDE THE 2003-2004 STLI COHORT
How did the first cohort do, and what were participant reactions?
The 2003-2004 cohort enrolled 10 women and eight men representing a diversity of educational positions and institutions in terms of geographic location, urbanism, and institution size. All participants held Bachelor’s degrees, nearly all held Master’s degrees, and a few held Ph.D. or Ed.D. degrees. Nearly all participants had taught in a K-12 setting during their careers, and the modal age range was 36-45.
A survey taken by all participants prior to coursework indicated that these school leaders felt strongly that technology integration is common and will impact all staff practices. Furthermore, they felt they emphasized integration of classroom technology as part of their school agendas. Their personal visions for technology in education focused more on improving student learning, achievement, and teacher instruction than on better developing themselves as technology leaders. Overall, at the start the STLI program, their operating focus on technology leadership highlighted issues relating to technology integration in classrooms. (This focus on integrating technology into classrooms is not surprising since technology leadership is an emerging role for school leaders, and one with which most have not yet grappled.) One participant waxed philosophical:
“I have learned that we will never catch up … the technologies will just keep coming. This is why it is important for us to teach the teachers, faculty, and students to be critical-thinkers and problem-solvers. The technologies will change, but how we react to and use them is what is important. If we have the skills to adequately deal with the changing technologies, we will be able to succeed with the specific technological devices or applications.”
Though the 2003-2004 STLI participants began the program as school leaders, during the year they gain skills and knowledge that provide them with a foundation to become school technology leaders. Moreover, participants reported personal change, professional learning, and short-and long-term impact on their institutions as a result of the STLI program.
Personal change. Students saw varied personal changes across the year. One student declared he was developing a more systems-style thinking—his idea that interactions among parts of the organization are more important than the acts of an individual. Another student ech'ed this appreciation for the collective power of an organization when he explained that he believed his organization (rather than only the individual teacher) played a strong role in realizing technology integration.
Professional learning. Participation also led to professional learning and changes in STLI participants’ work patterns and outcomes. A participant appreciated the exposure to readings, and the opportunity to explore issues with peers and the instructors. Another participant felt she was being viewed and recognized as a district technology leader (and considered for higher-level technology positions) due to her participation in the STLI program and the knowledge she gained through the program. This confidence was repeated by another STLI participant who stated she felt more equipped to be a technology leader.
