Article Summaries

Martha Meloy

FRIT 8132 Administration of Technology Resources

Fall 2009
Article 1

Vallance, M. (2006). Responsibility without power: Reflections of an IT Coordinator in

education. Perspectives, 10(4), 109-114.

This article focuses on different aspects that reflect the successfulness of an IT

Coordinator. It addresses the possible duties of an IT Coordinator, identifies different

change theories that relate to the constraints of change, identifies factors that impact

change for an IT program and the article gives suggestions for how an IT Coordinator can

be competent at implementing a new program. One of the main ideas of the article is the

importance of not only changing infrastructure but also changing the attitudes of why

technology change is needed throughout faculty and staff. It stresses the fact that

infrastructure can be changed but if you want real change to occur you must instill “why”

to use technology and not only “how” to use it. It notes that simply changing the

equipment in a classroom will not, ultimately, change the teachers who are in it.

I really enjoyed reading this informative article about IT. The idea of Change

Theory was a new concept to me but was very worthwhile in investigating the overall

success of an IT position. The article states that change in an organization can be

compared to a “constant state of flux, always trying to hit a moving target called

equilibrium” (p.110). This comparison can be linked to what some teachers may feel

when bombarded with technology and change. They are always trying to feel “normal”

or in a state of equilibrium. This article not only identified the need to instill a value of

change in the faculty but also identified the factors that effect successful change. I had

an “aha” moment when reading this article in that it reminded me of what I’m learning in

my FRIT 7430 class. When the author talks about culture and how culture affects change
I was amazed to see an authentic relevancy and importance of the material covered in my

Instructional Design class. The culture represented in the article were students who were

not taught to form opinions on their own but take the teachers ideas as golden.

“Knowledge is transmitted rather than developed” (p. 113), which leads to a sense of

dependency on the teacher and doesn’t foster the “development of learner autonomy” (p.

113). It’s imperative that we teach our learners to think for themselves and formulate

understandings intrinsically in order to be successful at developing their own

understandings later in life. It was nice to see why all of my understandings about

understandings in one of my graduate classes are so important. Any potential IT would

benefit from reading this article to look at what factors might influence the success of his

or her position. I obtained useful information about the four constraints of change, which

made me aware of factors to better promote change within an educational setting. My

question is, if the consensus of appropriate staff development in regards to technology is

so important in implementing successful programs why are so many counties still

changing infrastructure in the classroom and not attitudes of the teachers in the

classrooms by providing technology integration staff development?

Article 2

Glazer, E., Hannafin, M. J., Polly, D., & Rich, P. (2009). Factors and interactions

influencing technology integration during situated professional development in an

elementary school. Computers in the Schools, 26(1), 21 – 39.

This article focuses on how ongoing support for classroom teachers is essential

for technology implementation and the day to day support needed for teachers to be
successful in using technology comfortably is lacking. The article researches the pros

and cons of using a Collaborative Apprenticeship involving two teacher-leaders, who are

proficient in technology use, and eight peer-teachers to determine how it benefits

technology use in an Elementary school. Teacher-leaders provide guidance and support

for the peer-teachers in hopes of increasing technology use on a daily basis. The program

began as teacher-leaders modeled and provided guidance to peer-teachers. After the 6-

month study, teachers began collaborating and working in small groups independently. It

provided an authentic point of view of different teachers in their quest to learn about

technology integration with the curriculum by providing data from meeting interactions,

journals, and teacher feedback about the project.

Overall, this article had worthwhile ideas that an administrator or technology

leader would benefit from learning about. The idea that teachers need support not only

for hardware and software issues but they also need support systems among each other

for ideas and collaboration on a day to day basis. The one time training sessions are no

longer sufficient staff development ideas. There is a need for quality infrastructures not

only relating to hardware and software but quality infrastructure in relationships among

the teachers. I think it’s a great idea to implement this program but as observed from this

article the day to day life of a busy teacher interfered in some of the peer-teacher’s

learnings. Some of the teachers felt it was a waste of their time at some of the meetings.

One teacher filled out field trip forms during one of the technology meetings, which is a

typical behavior for some teachers. After looking at the data this article stresses that

development meetings for teachers need to be tailored to meet the individual needs of the

teachers who attend them and not a one size fits all scenario, which would have profited
some of the teachers learnings from the project. All teachers benefited in some way from

the program, which commends it usefulness. Having a technology teacher-leader can

help with consistency among grade level teams in what they are trying to achieve with

technology. In my opinion, the article would have been more useful if it had shared

some of the ideas the teachers brainstormed, shared, modeled, and collaborated on. It

would have been beneficial if the researchers kept notes on the ideas discussed and not

just the interactions associated with this process. In one of the informative diagrams

about the study, it notes how 1% of the time back scratching was an “observed

interaction”. Some of these keen observations could have best been used to report on a

list of topics discussed among the teachers.

Article 3

Hixon, E., & Buckenmeyer, J. (2009). Revisiting technolgoy integration in schools:

Implications for professional development. Computers in the Schools, 26 (2),

130 – 146.

This article reports on the issues related to underutilized technology in the world

of education. It presents the idea that technology infrastructures were laid into place in

schools but appropriate technology use has failed to make a significant impact in

education. It brings up the current, significant idea that teacher attitudes are at the root of

the problem. It agrees that basic knowledge and access is essential but there are many

other factors that contribute to technology’s lack of use in the classroom. Barriers that

influence technology integration in the classroom are grouped into two categories in this

article. There are first-order barriers known as external factors that are not controlled by
the teacher such as lack of resources and school environment. The other is known as the

second-order barrier, which are the internal factors such as thought, beliefs, attitudes, and

knowledge. The internal factors are controlled by the teacher and, therefore, are what the

article suggests must change in order for successful technology integration to occur in the

classroom. Many facets of internal factors such as innovation, personal characteristics,

beliefs, teacher confidence using technology and a teacher’s need of control in his or her

classroom are discussed in detail.

This article was very eye opening for me especially after reading the previous

article (article 2). I realize the current trend of creating technology infrastructures is

important but, now, there is a push to change the teaching attitudes of existing teachers.

There is a need to have individual support on each teacher’s level of technology use and

not the basic one-size fits all approach that has been used for years in staff development.

This article is a must read for all educators, teachers and administrators. It emphasizes

the importance of self-evaluation in determining your individual role or placement within

the developmental theories of technology integration, which we also completed as one of

the dissuasions in this class using a different theory but same concept. It allows educators

to see where they fall in the spectrum of technology integration and also see where they

should be heading to utilize technology to it’s fullest potential. I appreciated that the

authors combined three different developmental stage theories and then combined them

together in one simple chart elaborating on each stage of development.

Article 4

Vanderlinde, R., Braak, J., & Hermans, R. (2009). Educational technology on a

 turning point: Curriculum implementation in Flanders and challenges for schools.

Educational Technology Research and Development, 57, 573-584.

This article discusses the idea that governments have begun to formulate policies

that foster technology growth for their country’s students and elaborates on a Flemish

Community’s plan for technology integration. The authors stress the importance of how

technology needs are changing and the focus of technology should no longer be on

hardware and software issues but on how to successfully implement technology in the

curriculum. The article focuses on how technology coordinators can help achieve these

curricula mandated by the governments. They see technology coordinators as curriculum

mangers and change agents rather than “electronic janitors” (p.579). The article focuses

on individual schools preparing technology plans autonomously stressing the importance

of teacher input in developing an educational plan noting that “reform can only be

effective if teachers are responsible for it” (p. 578). The Flemish government has created

software to help schools formulate technology plans that benefit each school individually

entitled PICTOS (Planning for ICT on School). This software helps determine current

teacher beliefs to establish how to move forward with the technology plan and the

school’s overall technology vision.

I enjoyed reading this article that involved data from another country. It was nice

to compare European education ideas versus our American ideas and policies. I noted

Europe’s urgency and efficiency of getting technology integrated into the curriculum in

meaningful, authentic ways. Just as Americans want their students to be well versed in

technology and adapted to its many uses, European countries have the same goals. They

have a Lisbon European Council which “stipulates that the European Union must become
the most competitive and dynamic knowledge based economy in the world by 2010” (p.

576). Wow, that is a very severe statement that makes me realize that, as Americans, we

must keep pushing our efforts to make our classrooms authentic, worthwhile places

where technology coincides with our curriculum naturally. This article would benefit any

parent, teacher or administrator to educate themselves of another country’s efforts and

goals of using technology to better their students in this global digital age. I’m learning

the new focus for technology is changing from a hardware software issue to one where it

is essential for educators see why technology change is needed and how teachers should

have input in the changes in order for them to be effective. It’s nice to know Americans

are not the only ones striving to create school wide visions of technology use, which

exhibits that we all have similar goals for teaching our children in the new digital age, no

matter which continent you live on.

Article 5

Harvey, B. & Evenhart, E. (2003). Successful K-12 technology planning: Ten essential

elements. Teacher Librarian, 31(1), 22-26.

This article was effective at providing the essential steps in creating an effective

technology plan. The authors relate how simply having technology compnents in

classrooms is insufficient for it to be beneficial in student learning. It provides clear steps

to be taken to ensure that technology is integrated into the curriculum so that it deepens

understanding and advances student learning. It explains the need for plans to have a

clear vision from the beginning of development and culminates with the need to prepare

for tomorrow’s technology. It notes how technology changes rapidly and the need for
awareness about its changes is essential in the planning process. The article explains the

two ways computers are used in the classroom as tutors of learning (drill and practice)

and as a “tool in the learning process for communication, collaboration, research, or

publishing”. It provides links for further information in the many aspects of building a

cohesive, appropriate technology plan.

This article is very beneficial for administrators, technology coordinators, district

personnel, or anyone that is on a technology planning team. It gives clear steps in

technology plan building that ensures the technology plan covers essential aspects to

make it successful. In each of the ten areas addressed links are given to obtain further

information, which is helpful for a clearer understanding of the ten components. For

example, the “gathering data” section provided a useful link to a tool that determines

indicators of engaged learning and technology. The program is entitled “Learning with

Technology Profile Tool”, which helps educators view in graphical format their strengths

and weaknesses. The site (http://www.ncrtec.org/capacity/profile/profwww.htm) has a

list of questions entitled Indicators of Engaged Learning and then allows the user to view

graphed results when done, which provides instant feedback about effective technolgoy

use. Project CHILD is another useful website that I discovered from reading this article.

When I searched for Project CHILD on the internet I found it is part of a bigger

organization now called ISI or Institute for School Innovation http://www.ifsi.org/, which

is a very informative website that promotes increasing teacher effectiveness through

technology and active learning. The best reason for reading this article is it will help me

prepare for the upcoming technology plan evaluation that is due November 4th. ☺
Article 6

Sugar, W. & Holloman, H. (2009). Technology leaders wanted: Acknowledging the

leadership role of a technology coordinator. Tech Trends, 53(6), 66-75.

This was an informative article about the many duties a technology coordinator’s

position entails. It summarizes its position into four main components including

instructional roles, technical roles, analysis roles, and the article focuses on the leadership

roles of a technology coordinator. It emphasizes the importance of a technology

coordinator and the administration working together to support healthy technology use

for the school. It points out that some administrators have the leadership qualities but

lack the technology background and some of the technology coordinators have the

technology background but lack the leadership qualities so technology management

should be a team effort. The article includes five propositions of leadership practice

relating it to the technology coordinator’s position. It also points out nine leadership

qualities that technology coordinators should posses ranging from being a visionary and

problem solver, having essential commination skills, always thinking in terms of the

students, and even advocating for systems thinking, which promotes school operation

tasks. Details of an investigation observing a school technology coordinator and her

leadership qualities are discussed and interpreted.

Benefits from this article are widespread ranging from a technology coordinator,

an administrator, teachers, or any potential job applicant whose position entails

leadership qualities. By focusing on leadership and components of leadership it paints a

clear picture of the many aspects of what being a good leader entails, which is not only

telling others what to do. I enjoyed reading this article since The Technology
Coordinator’s Handbook by Frazier and Bailey was used as a reference. It was

interesting to see how others perceive our textbook in the professional community, which

makes it more worthwhile. After reading this article, I realize I’m lacking in the

technical aspects of being an effective technology coordinator, which would hamper my

abilities as a leader in providing problem solving leadership or servant leadership when it

comes to technology problems. I must overcome my lack of technical support knowledge

in order to feel successful as a technology coordinator one day.