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A Philosophy of Leadership in an Era of Technology

Kristi Stalter

Bradley University

ENC 710

Dr. Chad Clark

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A Philosophy of Leadership in an Era of Technology

Introduction

Technology is a powerful tool for transforming student learning experiences. In the

classroom, teachers serve as leaders in educational design and facilitators who guide students

through personalized learning experiences. Outside the physical classroom, teachers collaborate

to make instructional decisions based on how to use technology for collaboration and inquiry,

even connecting with other leaders worldwide to help create a shared vision. Digital teaching is

an understandably challenging shift for many educators and an ongoing process.It encourages

collaboration between educators and students, minimizes equity and accessibility spaces, and

creates highly personalized learning experiences for all learners.

When educational leaders are knowledgeable about the effective use of multimedia tools

and supports, students are presented with authentic and more engaging learning opportunities. As

an educational leader, I aim to educate others on how technology can support student

achievement. Being a leader in an area of technology begins by garnering stakeholder support to

provide equitable resources, educating others on how to use digital resources effectively, and

creating a culture of inclusivity and accessibility. With continuous professional development and

collaboration, technology can benefit student achievement, teacher's instructional strategies, and

the overall learning environment.

Learning Theories

Learning theories have roots used as pathways in classrooms past and present. These

theories can inform educators of the connection between instructional design and how specific

strategies best fit with specific learners (Keller, 1979). Although educational technology work

requires changing technology, the approaches the Behaviorist, Cognitivist, Constructivist, and
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Social-Psychological learning theories offer are still valuable to teaching and learning in a digital

classroom. Educational leaders use a variety of educational theories to make their instruction

more effective and the learning process more intentional.

Behaviorist approach

Behaviorism is a learning theory that B.F. Skinner developed through his studies of

observable behavior. The theory focuses on the importance of consequences and suggests that

responses followed by reinforcement are more likely to recur in the future (Smaldino,2021).

Behaviorism as an educational learning theory has led to the development of certain successful

aspects of instruction in classrooms today. Within a classroom setting, it provides a structured

approach to teaching that includes educators setting clear expectations and consistent routines.

Teachers tailor their instruction and feedback according to performance and progress while

motivating students to learn by rewarding them for their efforts. Direct instruction, classroom

management reward systems, and individualized instruction used in classrooms are all

established from a behaviorist perspective. Instructional websites such as BrainPOP and Moby

Max are derived from this perspective, where educational topics are explained through a video

and followed by a short quiz. These websites allow the learner to participate in direct instruction,

receive immediate feedback, and assess their understanding of the material.

Cognitivist Approach

Cognitivist theory, developed by Jean Piaget, differs from behaviorism due to placing a

heavier emphasis on the internal thoughts of the learners and that learning takes place when the

student is working to organize the new information in their mind (Smaldino,2021). Knowledge is

constructed through problem-solving, schema constructions, and short-term to long-term

memory transfer (Sweller, 2011). In the classroom, educators help students refine their thinking
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by asking questions and using their background knowledge to explore new ideas. Creating an

online blog where students are encouraged to use online resources and then engage with other

classmates provides the support students need when implementing a cognitive approach.

Social-Psychological approach

Social-psychological approaches suggest that students learn best through interacting with

one another and that education is influenced by socio-political, economic, and cultural aspects;

therefore, schools should be incorporated into the community (Li & Zeng, 2018). Learning

occurs when the responsibilities shift from the teacher to the students through a collaborative

process. This theory makes effective use of technology due to emphasizing accessible access to

information through online classrooms, blogs, social networking, and virtual reality (Kropf,

2013).

Constructivist approach

Constructivism, a learning theory inspired by Jean Piaget’s work, is based on learning

occurring when you engage students in meaningful experiences (Smaldino,2021). Learning is

most active when educators present students with authentic, hands-on learning tasks. The new

information is then connected to prior knowledge. Constructivist classrooms use activities that

include KWL charts and collaborative discussions to activate new knowledge. Educational

technology is effective with this theory as virtual field trips, research projects, and student-made

presentations are all utilized in the classroom. Educators can pose problems, and students can

solve them in their own way, or students can create their own questions, and groups can

collaborate to answer them.

My learning style and philosophy align more with a constructivist approach, which

complements Gagne’s Nine Events of Instruction. Educators need to connect with students in a
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meaningful way. Students become true experts on learning outcomes when adapting to individual

learning styles and lived experiences. Using technology enables those personalized pathways

through collaborative learning activities. Gagne’s theory, which emphasizes clearly defining

learning outcomes, guides the initial inquiry (Kurt, 2021). Educators can then align the

curriculum, instruction, and assessment to appropriate technology tools. Throughout this process,

educators guide students to make connections, think critically beyond their pre-existing

knowledge, and persevere through.

Instructional decisions are based on student and teacher feedback, reflections, and

student-created work. Mayer (2021), who developed the multimedia principle, suggests that

people learn better from words and pictures than from words alone. Therefore, another

component of an educator is implementing activities that combine visuals (pictures, animations,

text, videos) and audio in a way that is processed implicitly and does not create a cognitive

overload(Mayer,2021). PowerPoint presentations, pre-recorded videos, textbooks, and websites

must enhance the information. Gagne’s final event of “enhancing retention and transfer” occurs

throughout the learning process due to student-led connections already being made (Kurt, 2021).

Influential educational leaders guide students through learning, helping introduce them to

technological tools to overcome obstacles and difficulties and relate to the uniqueness and

interests of each student. Leaders must intentionally promote growth, accept mistakes, and be

flexible throughout the learning experience, especially when introducing new technology. By

continuing to reflect as leaders and implementing within ourselves what we instill in our

students, we will enhance the student learning experience and continue to build lifelong digital

competency skills for the future.

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Visions and Values

One of the first courses of action as a leader is ensuring that all students have equal

access to resources, including high-speed internet and personal devices. Educational

stakeholders, parents, and the community can be involved in the process to help integrate more

technology into the classroom by being informed of the digital initiative. As a leader, securing

funding through technology-specific grants and community outreach will help ensure that all

students receive the appropriate resources. In addition, I will help schools examine and create a

budget for continuous technology investments that promote teaching and learning.

By itself, access to broadband and various technological devices does not guarantee

access to quality learning. There is little benefit to students and their learning environment

without carefully implementing technology with integrity. As an educational leader, I understand

that multimedia tools must be designed and utilized to support and enable access to instruction

for all diverse learners. The use of multimedia needs to provide students with disabilities equal

access to the content, the ability to participate in activities, and to receive meaningful feedback.

Leadership needs to be informed about the learning software that has been universally designed

to include features that include multiple means of representation and expression. For example,

some students would benefit from assistive technology that allows them to engage with the

content and others. Screen readers can be used for students who are blind, or assistive keyboards

can be used for those with motor impairments. Text alternatives, such as subtitles, transcripts,

and varying font sizes, can be used to access the material. Teachers will receive regular training

on how these types of technology supports can provide accessibility to students.

With the growing number of English language leaders entering the classroom from

various countries, cultures, and linguistic backgrounds, teachers must understand how
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technology can be implemented to support their needs. As a leader, I will offer professional

development opportunities to introduce them to applications and resources that are available to

them that allow their instruction to be differentiated by the English learner's level of proficiency.

By educating others on multimedia technology, they can incorporate pictures or videos into

lessons that make lessons more engaging and provide students with contextual cues needed to

understand new concepts and vocabulary. For example, teachers can be introduced and trained

on how to use an application like Brainpop ELL. This comprehensive English language learning

program provides highly engaging videos, interactive features, and quizzes to strengthen

listening, speaking, reading, and writing. The videos and activities are leveled and scaffold the

vocabulary to provide instruction for all ages. Professional development on similar applications

will occur at the beginning and throughout the academic year.

In addition to assistive technology and language support, as a leader, I will educate others

on how to use technology to build a culturally responsive classroom. This approach to teaching

and learning facilitates the achievement of all students by providing a learner-centered context

and recognizing and valuing strengths (Hammon,2014). This includes creating accessible digital

materials, multidimensional media opportunities, and utilizing collaboration tools. I realize the

need to have cultural preferences and encourage students to communicate with diverse

audiences. Tools that aid students in exploring their own cultural identity by exploring their

values and beliefs and being able to take learning outside of the traditional classroom and take

advantage of learning opportunities on a global scale is an essential task for educational leaders

to provide. Leaders must be knowledgeable about applications and multimedia tools that create

shared experiences connecting students. Collaboration tools such as Google handouts, Padlet, or
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Kidblog can be implemented into learning activities to help students communicate and

collaborate on different topics and cultures.

In addition to considering the benefits to both students and teachers in the learning and

teaching process, teachers need to be intentional in teaching digital citizenship to students. As a

leader, I am responsible for educating others on digital issues that today's youth will encounter.

According to the U.S. Office of Educational Technology, Digital Citizenship "encompasses a

range of skills and literacies that include internet safety, privacy and security, cyberbullying,

online reputation management, communication skills, information literacy and copywriting

(Office of Educational Technology, 2022)."It is my responsibility to help schools build a digital

citizenship curriculum to build a solid and safe school culture. This begins by creating policies

around acceptable technology use, student accounts, social media, and responsible behavior.

Encouraging teachers to work proactively with families to establish clear expectations and how

to protect their student's private information while also creating a positive digital footprint will

be a priority. We can use technology tools to enhance the student learning experience and build

21st-century skills by continuing to provide workshops and open communication with all

involved.

Multimedia Instructional Practice

As an educational leader, I firmly believe that incorporating multimedia to enhance

learning involves selecting suitable media for specific learning goals, content, and learning

abilities. Finding the appropriate balance between too much media that causes a cognitive

overload and too little media that creates a lack of engagement requires planning. Educators must

be trained on media types: text, audio, video, images, animations, and interactive elements in

correlation to different learning styles and preferences. Educators should pace their instruction at
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a different pace than new technology integration. Educators should start small and continue to

use content that has been successful for them while also combining multimedia that enriches

their curriculum. Technology is a tool and a component to help meet the objectives and desired

learning outcomes and is not the only resource that should be used.

Best practices

Once schools are connected and have the appropriate hardware, educators need to be

trained to understand how to use technology for various purposes. Training must take place on

applications to deliver information and better understand concepts. Each application has its

focus, target range, advantages, and disadvantages. Many researchers disapprove of traditional

teacher training due to emphasizing predominantly how to use technology tools. Instead, they

propose that more attention be given to how technology supports content-specific pedagogy

(Angeli & Valanides, 2009). Therefore, multimedia designed for learning requires understanding

theories and research-based best practices. I know the importance of proficiently implementing

Richard Mayer's "Principle of Multimedia" and Sharon Smaldino's practical application

elements. With both resources, I can introduce educators to ways technology can be applied to

create blended learning opportunities that develop critical thinking skills, introduce problem-

solving, and promote collaboration, all within a traditional classroom or a student's home.

Educators must also be familiar with the cognitive load theory, which informs us that the

mind processes visual and auditory information independently. This will help educators begin to

focus on the pace of learning instructional approaches to meet the needs of each learner and help

guide them as they design learning materials that reduce those. Therefore, training will guide

educators on breaking down parts to reduce space, merging multiple sources of information

whenever possible, and using multimedia to access visual and auditory channels (Mayer,2021).
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Multimedia Application

After initial pedagogical best practices are introduced, these theories can be implemented

through guided practice and application. The appropriate use of multimedia in teaching changes

the learning environment from being more teacher-centered to being more learner-centered.

Coleman et al. (2016) emphasize that student-centered learning, where teachers are facilitators,

changes the role of the teacher to being a co-learner with the student. This creates a motivating

and interactive way to deliver quality classroom instruction while addressing diverse needs

(Abdulrahman et al., 2020).

Multimedia meets individual objectives, provides engaging lessons, and utilizes data-

driven assessments to make educational decisions. Students should always be at the center of

their learning journey and feel empowered to engage with the material meaningfully. This starts

with creating a culturally inclusive class where teachers intentionally build relationships with

their students by addressing what is in the student's best interest and delivering content in various

ways. I must inform teachers about the ways technology can meet this objective. Educators need

to know their students' cultural backgrounds, how they learn best through their specific learning

styles, and their technology skills. This can be done through surveys sent home to parents via

Google Forms, online questionnaires such as the VARK learning style questionnaire, and

technology attitude scales.

Educators can then write desired learning outcomes and objectives once there is a clear

picture of their students. Professional development will need to occur on how to write practical

learning goals that are specific, measurable, achievable, result-oriented, and timely(SMART)

(Melton, 1997). This will help guide instructional strategies and assessment methods.
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Multimedia tools must be designed and developed with the end goal in mind. Educators who use

multimedia that is not intentionally implemented will not see any benefit in its use. The course

content and assessments must align with the learning objectives to guarantee appropriate data.

Various multimedia and digital tools will be explicitly introduced, practiced, and reflected on in

professional development training to assist learning that can be used in classroom presentations,

simulations, e-learning situations, computer games, and, eventually, virtual reality

scenarios(Alemdag & Cagiltay, 2018).

There are endless ways to incorporate multimedia to create a student-centered classroom

that meets the learning objectives. For example, as a second-grade educator, one of our fiction

books students needed to read was "Mrs. Brown Went to Town" by Wong Yee, a story about a

woman who visits the hospital. While she is there, her farm animals take over the house,

including a cow and a yak. Even though my students live in a town surrounded by farms and

cornfields, many have never seen either. Using IPADS, my students took virtual farm tours

through "Discovery Education" and the National "Agriculture in the Classroom" website. They

also learned about Yaks through "National Geographic Kids" and "Kidtube." This provided the

background knowledge many of them needed. Some students listened to the book through

"Epic," while others read from paperbacks. After the instruction, students used a "Nearpod"

station rotation board to decide what assignments they wanted to complete to show proficiency.

Their choices ranged from using the website "KidBlog" to writing a sequel to creating a

collaborative video using "Powtoon." Students can choose the most engaging media tool.

Finally, course material must be assessed after objectives have been developed and

instruction has occurred. Measuring learning is one of the most critical parts of every educator’s

responsibility. Technology-enabled assessments reduce the time, resources, and disruption to

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class time required of traditional paper tests (Office of Educational Technology, 2022). These

assessments delivered using technology can also accurately represent student needs and interests,

allowing educators to personalize learning effectively. Educators will be trained on different

levels of evaluation, such as formative and summative assessments, that can measure the impact

and effectiveness of the material. This can be accomplished using online assessment tools such

as Kahoot, Flipgrid, or Socrates. Various online tools can also be used to see real-time scores,

showing teachers how students perform. A tool such as Nearpod or LEXIA can track progress

and identify the area where a student is struggling. Specific work samples, personal reflections,

and classroom artifacts can all be collected to demonstrate mastery and effectiveness. Working

with teachers to determine the best assessment tool that enhances student growth will be a focus

during professional development meetings.

The Role of the Leader in an Era of Teaching and Learning with Technology

As more educators assess and apply technology to teaching and learning, educating

others on best practices and staying current with pedagogy and new technology developments is

of utmost importance to me as a leader. Taking full advantage of technology requires strong

leadership that will communicate a vision of collaboration. After determining the resources

available and providing access to all students, a continuous professional development plan must

be created. I previously stated specific examples regarding multimedia instructional practice and

technological values. The following will address how I will create a culture that promotes open

communication, continuous collaboration by all school professionals, and positive integration of

community member support.

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Collaborative Environment

According to Coleman et al. (2016), “lack of teachers' confidence in the use of

technology, resistance to change on the part of teachers, and lack of time to learn technologies”

were the three most common barriers to classroom technology implementation. This starts with

addressing the comfort level of teachers. Many current educators were raised without access to

our current technology and, therefore, only feel comfortable using traditional teaching methods

in their classrooms. Having teachers self-assess their comfort level, discover their current

commitment to technology, and openly communicate their concerns will help me create a

comprehensive professional development plan and Professional Learning Communities (PLCs).

As an educational leader, I recognize that teachers are the agents of change for school

improvement. My professional development plan includes designated time to meet with

professional learning communities. Building a PLC is essential to professional development as it

allows teachers to explore questions related to school learning, share findings, and receive

immediate feedback (Nong et al., 2015). They allow teachers to mentor each other and observe

quality lessons. These groups will be created with strong leaders who engage in conversation that

promotes learning and risk-taking. These communities will allow teachers to have the freedom to

try out new strategies and teaching practices.

During my time as an elementary educator, we received training on many new

applications at the beginning of the school year. After our initial training, we were expected to

use the application fluently without follow-up training. As an educational leader, I see the

importance of continuous training that scaffolds instruction on current and new technologies that

will be utilized in the classroom. As with students, active collaboration with others enhances the

learning process and, therefore, needs to be promoted among teachers learning how to use
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technology. Whether through Google Hangouts, Wikis, or video conferencing, there needs to be a

regular schedule for interacting with other teachers to allow peer-assisted instruction. This would

be a place to scaffold training, share resources, and reflect on challenges. For example, a school-

wide Wiki could be created, and teachers could use it as a shared resource on various district

applications. Teachers could share their experiences, as the technology leader could offer

guidance.

Professional Development

Inclusive and meaningful professional development meetings will include how

technology can be utilized through explicit instruction on various topics and time to experiment

with and explore multiple digital texts, tools, and technologies. Topics will include:

• Organization of physical spaces that provide access to digital tools and promote

collaboration.

• Foundational knowledge about how people learn through best practices in technology.

• How to select and apply technology in ways that include student interests.

•How to design and use multimedia to meet individual learning goals that provide access

and equitability for all learners.

•Education on evaluating the safety and validity of various tools.

Most teachers are familiar with instructional design models that use a structured approach

to developing and delivering the curriculum. Direct instruction, collaborative learning, and

Bloom's Taxonomy ensure that instruction is compelling and engaging. As a leader, I can connect

these previously used models to the ASSURE model to provide confidence in developing lesson

plans to integrate technology and media. The ASSURE model ensures that the learning

objectives are met, individual student needs are considered, and appropriate educational
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technology is used(Smaldino,2021). It gives those teachers who are new or inexperienced with

technology a simple roadmap to follow to help them feel more confident.

To educate others on the benefits of technology, it is also essential to acknowledge the

challenges and misuse in classrooms. Teachers will share the challenges that they are facing and

offer guidance. In addition to inadequate student access and the need for multimedia awareness,

educator misuse of personal agendas is rampant. For example, educators use technology for

surface-level learning and behavioral management remediation. Education has a place for the

"drill and kill" approach, but when educators only use technology to place students on websites

that promote this, it does not teach kids how to think, analyze, or solve problems. There is so

much potential with multimedia beyond only promoting repetition. Another misuse of

technology is only using it as a behavior management tool or as part of a reward system. Using

one-to-one devices is seen as a reward instead of a way to enhance the curriculum. Those who

finish work early or exhibit "appropriate classroom behavior" are rewarded with getting to use

technology. There are many ways to utilize digital tools for more than remedial work and free

time, which is, unfortunately, what can happen in classrooms. This needs to be recognized in

professional development training and reflected upon.

Along with ensuring educators are confident in technology integration, there needs to be

ways to provide outreach to community members using these resources. Hosting training events

for parents to promote skills helps develop a positive environment and understand technology's

impact on students. It also allows parents to be actively involved in the safety and correct usage

at home. Using digital resources to communicate with parents regarding school information

promotes a collaborative culture. Tools such as Class Dojo, Remind, and Smore effectively

communicate and will be introduced during family engagement nights. By including input from
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teachers, school personnel, parents, and community members, students can continue to thrive in

a digital learning environment.

Conclusion

A leader’s intentions will make all the difference in how students experience learning

with technology. Educational leaders must model and instruct other educators on how technology

can advance learning and bring real value to the classroom. Technology can significantly

influence learner motivation and instructional outcomes when presented and integrated

intentionally. Preparing students and educators to participate in an evolving technological

community by emphasizing digital citizenship and using technology to reflect, think critically,

and persevere in their learning is my intended impact as a leader in the educational community.

Given the frequent innovations and new technological inventions, being able to evolve in

my role is a critical trait that I possess. I anticipate my core principles and the importance I place

on constructivist beliefs in teaching to stay the same. In the context of constant change in social

and economic conditions, I expect to adapt to other research-based principles as I continue to

interact with other educators.

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References

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