What can we say about principals? Tell everyone how awesome they are and how much they care about their students and their school and their community? You probably already know that. Principals, of course, play a crucial role in the success of their students based on who they bring in as teachers and the variety of afterschool programs hey can offer. When it comes to technology, however, principals generally have the power to affect real change and make meaningful learning happen.
Creating a Prospering Tech Culture in Schools
Though they are usually not in the classroom themselves, principals do a great deal of work researching technology products and providing input for curricula each and every school year. These days, of course, there’s a significant focus on finding technology tools to help augment instruction and provide kids with hands-on opportunities to see concepts in action. Principals are faced with the sometimes challenging task of deciding whether or not technology supports learning rather than dictating instruction in the classroom. Schools are always blowing money on technology without actually knowing how to use it in their classes. Here’s where an astute principal can be extremely valuable; by attending workshops and doing thorough research, principals are in much better position to invest their money wisely and give students the highest likelihood for success.
When principals search for technology for their school, it’s almost imperative to ensure that any purchases are effective in enhancing learning in a variety of ways. Even before this point, they need to construct a plan—a shared vision for what they believe their schoolwide goals should be. Then, really sit down (ideally with faculty members) and take the time to develop a strategic plan with specific and attainable goals that can immediately be put into action. It’s important to focus on why this change is needed and how it will be implemented for extended use. Don’t forget to consider access as well—particularly Internet access. Schools need reliable Wi-Fi which means principals are probably responsible for making sure that happens, too. Or, they might need to consider other options like going 1:1 or, if that’s too expensive, allowing for BYOD programs in the classroom.
Principals must also monitor their technology programs and provide support in multiple phases, including initial implementation and professional development. When it comes to PD, there is more research to be done to determine if there are any effective programs that it would be worthwhile for teachers to take part in. To provide even more support, many principals even work with their staff to ensure that they’re on the same page—there’s absolutely nothing wrong with working right alongside teachers during this process. Most importantly, always remember that the school and the tech initiative are each designed to be able to work for the students. Be sure, when doing research, to consider tools that promote student voice and choice and they’ll be ready to take on the world in no time with technology and personal skills that they’ll need to succeed!
EdTech Engagement Often Begins with Principals
Schools across the country are taking advantage of and empowering kids through the launch of Bring Your Own Device (BYOD) programs. Whether weekly, daily, or on some other schedule, BYOD initiatives, when planned properly, seem to be a win-win for schools and families. Schools don’t have to spend a ton of money on purchasing a device for every student in the classroom. And, at the same time, students don’t have to spend time getting familiar with a new device when they are likely already comfortable with the one they likely already have. It’s usually up to school principals to decide if the school is ready—both bandwidth wise and responsibility wise—to launch a 1:1 program, something that takes a keen eye to determine the exact right time.
A recent survey indicated that almost 60 percent of students prefer to use their own devices for tech-enabled learning and projects in school. Since all students learn differently, and all principals know that, it could potentially be tough to decide on a schoolwide tech deployment tool or a BYOD initiative. There’s always the option of separating classes based on student preference and ability to adapt to new technologies, but that can sometimes get messy (and even controversial). It’s important for principals to make sure their teachers are considering compatibility when addressing 1:1 needs. This means two different things: Devices may all need to be compatible to ensure optimal collaborative learning and students need to be compatible with the devices as well.
It might seem like the decisions never stop for principals when it comes to 1:1 rollouts or EdTech programs in general. Well, that’s what being a principal is all about! They even have to determine the best ways for students to use the technology—whether it’s best used in the classroom, at home for blended learning purposes or for students to take tests on. Of course, the answer to this could be all three. In the classroom, technology can be used in a number of ways from hands-on experiments (STEM resources) to intriguing classroom discussions and collaborative exercises (1:1 technology). It may be tempting to try to create the perfect plan and, while personalizing learning is effective, it should not get too personal. We like the idea of splitting students into groups based on either skill level or device style. Hopefully, this will ensure an ideal educational environment for everyone involved—and help acclimate teachers with the latest in learning technology at the same time!
Giving Principals More Say in EdTech Purchases
We’ve talked a bit about (have you noticed?) principals facilitating schoolwide technology initiatives in the first two sections. That’s because they know their stuff. You see, principals have been around—many of them as teachers previously before taking their current jobs as heads of school. So, although they won’t be the ones actually teaching students with the technology, they have a major interest in the outcomes. Plus, they just really want to see their students do well. I guess what we’re asking is why should schools on opposite sides of the country be forced to learn in exactly the same way as mandated by the government. Can’t we leave it up to these brilliant principals to ensure that their students are getting the best?
We see no problem whatsoever with principals playing a key role in the development of tech-focused curricula and with making technology purchasing decisions in general. Sure, teachers could just bypass the principal since they are the ones who will be using the products after all. This, however, creates disconnect and a disconnected school team is not going to be very effective. Teachers do not like it when their districts stipulate what technology they can and cannot use to augment a curriculum that they would probably also like to change. Almost two-thirds of educators would like technology decisions to be made much closer to their classrooms and, of course, be involved in the process as well.
Districts, in this process, are responsible for making sure the budget is followed, that the tech purchased is secure and that it aligns with educational standards. But, can’t a principal do that as well? And, with already having built legitimate relationships with the teachers and students who will be using it? Principals not only are adept at locating the best technology, they’re extremely valuable in determining the effectiveness of various kinds of technology, including assessing if it is actually working in enhancing learning. Principals can and should use their skills to set clear classroom expectations and make sure teachers stick to them, assess what technologies the school needs most, encourage innovative solutions to high costs and limited space and execute actions efficiently.
The Transformative Power of the Principal
Most of the time, professional development is thought to be something that teachers sit through a couple of times a year and for a few days in the summer. They’re not the only ones who can benefit from it, however. The same skills, tools and techniques that teachers learn during PD sessions can be taught to principals as well—and it’s just as important. Being that it is the 21st century, there are plenty of options for customized PD that’s catered to administrators rather than teachers, including lessons on important topics like human behavior and transforming culture—both of which are important when working with kids and teaching them how to thrive in the 21st century.
Think about it; the decisions—big and small—that principals make can have huge effects on the futures of the students in their school. Principals are champions of leadership. They are responsible for creating the conditions that truly empower students to take risks, fail forward, and use every opportunity to grow. A lot of the times, they are responsible for creating a unified plan for the entire school and must communicate the plan clearly to the teachers. Teacher-principal relationships are crucial to ensure a flawless transition and eliminate any disconnect in the classroom.
Principals should encourage technology use, but not burden teachers by forcing them to use technology constantly. Finding a balance that works effectively for both teachers and students is pretty important. It’s not about how much technology is used, but, more importantly, about using it effectively. In addition to the proper balance, technology, of course, needs to be stimulating and engage kids in meaningful ways. Technology in all forms is powerful enough to lead to deeper and more powerful learning for all types of students. Just because it’s in the classroom, however, does not mean that learning will magically be improved. Teachers must work with their students regularly after receiving initial guidance from their principals. If they work as a team with the principals instilling wisdom and advice and teachers using classroom experience to better reach their students, they can create a powerful team that’s ideal for molding 21st century citizens.
Recognizing Principals for Innovation and Impact
There’s no denying that classroom teachers give students plenty of opportunities to unleash their creativity through daily activities. How are these activities made possible, though? Where do teachers get the resources and the money to spend on these resources in order to create an unforgettable learning experience day in and day out? The answer, a lot of the times, is that all these programs are made possible by principals, who are often found managing the school’s budget as efficiently as possible to make sure that students have access to makerspaces, coding clubs, or robotics adventures so that they’re better prepared for the future. Whether it’s leading the charge to bolster STEM education or any other insight that a principal can offer, it’s time to recognize these change makers and their paramount role in 21st century education.
Dynamic principals touch the schools and the students that they serve in impactful ways all year long. Whether they launch simple changes that have immediate impact or take charge of spearheading larger projects designed to enhance the school in the long run, principals are constantly drawing on their experience as educators to create a shift in school culture. Since funding is oftentimes the main barrier in building true 21st century learning environments, it’s largely the efforts of school principals that are responsible for making innovation happen anyway. In many schools, they deserve continuing credit for helping educators create mobile maker labs, areas for STEM experiments, enacting project-based learning, and much, much more.
As is the case with all aspects of modern-day education, principals can play a pivotal role in reaffirming the importance of the skills teachers are trying to teach. In CTE classes, occasional appearances can help keep kids interested and stimulate a flow of new ideas for discussion while their behind-the-scenes roles in all classes are increasingly valuable. Many times, principals are responsible with writing technology grants to help teachers acquire technology for their classrooms. Just by doing simple things to change traditional and outdated instructional approaches to something that excites kids because it’s something they care about and can relate to is a trait that the best principals share and one that should not be overlooked. So, yes, we can say that principals are awesome and it’s the poise and passion they exhibit every day that helps the entire education community strive for excellence.
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