Technology expertise as an essential prerequisite for school administrators

Technology for School Administrators

"Expertise in technology

has become an essential administrative prerequisite"

(Donlevy, 2004, ¶ 3).

Technology for School Administrators Principles/Approaches

To monitor the success of students in the learning environment, as well as align the student curriculum, instruction, and assessment processes, school administrators need to be experts in contemporary technology. In regard to technology for school administrator's principles/approaches, as the introduction for this study segment alludes: "High Performing Leaders plan and implement the integration of technological and electronic tools in teaching, learning, management, research, and communication responsibilities" (Florida educational & #8230;, 2005, p. 2). The use of technology for the school administrator constitutes a routine part of the daily protocol, as the researcher learned from this particular study. With the use of technology, the school administrator can better encourage effective student performance clarify learning expectations, and implement feedback measures to ensure participants' in the educational process.

III. Technology for School Administrators Generalization

Susan McLester of Technology & Learning relates one particularly potent generalization regarding the technology for school administrators. "As more than a few of us have observed," Mclester points out, "it is not unusual for students to possess the highest degree of knowledge, competence, and confidence when it comes to computers and the Internet, while the superintendent possesses the least (Mclester, as cited in Donlevy, 2004, ¶ 2). In an age of rapid change, technological tools traditionally affect the lives of those in education in numerous significant ways. Simultaneously, however, the technology consigns new obligations on school administrators.

IV. Technology for School Administrators Questions

Potential research questions relating to technology for school administrators could explore an underlying assumption relating to and technology tools common to information-age professionals. Queries could investigate whether school administrators are competent users of technology tools and information (Donlevy, 2004).

V. Technology for School Administrators Perspective

As the researcher examined the perspective of technology for school administrators, the knowing came to light that the use of technological tools in preparing a number of future school administrators proves to be limited. Even though courses may include lectures, readings, outside research efforts, class discussions, as well as individual or small group presentations, these activities are not generally conducted in the classroom, utilizing Internet and presentation software enhancements. As an excessive number of graduate education departments are not equipped to offer school administrators classes which involve immediate Internet and database research activities, and/or technological presentations directly within the classroom, the researcher notes the need to secure this training from other sources (Donlevy, 2004, ¶ 14). VI. Technology for School Administrators Implementation

In previous experiences, the researcher learned that including routine utilization of technological tool proved helpful in examining this issue of technology for school administrators. As technology, evidenced in the day-to-day life of schools, proves vital, school administrators have no choice but to prepare themselves to know how to effectively utilize programs designed to prepare future school leaders (Donlevy, 2004). Some of the technological areas school administrators need to display competence in include, but may not be limited to the following uses of technology:

1. Internet searching,

2. database researching,

3. accessing video-on-demand/video-streaming resources,

4. demonstrating expertise with Personal Digital Assistants,

5. using presentation software, and

6. other existing and emerging technological capabilities. (¶ 16)

VII. Technology for School Administrators Experiences

Previously, the researcher attended a class that incorporated technology directly into its program, which provided the researcher the opportunity to enter the workforce better prepared to meet the technological challenges of the designated position of the school administrator. Donlevy (2004, ¶ 17) stresses that it is vital that college and university programs which aim to prepare future educational leaders strive to improve the technological, skills of future administrators. They, as well as future school administrators need to seize each opportunity to ensure their technological competence expands and grows (Donlevy, 2004). VIII. Technology for School Administrators Opinions

Regarding technology for school administrators, not only has expertise in technology become "an essential administrative prerequisite," as Donlevy (2004, ¶ 3) stresses, the researcher asserts, it proves vital all throughout the course of the administrator's duties. The researcher contends that as the use of technological tools available to prepare numerous future school administrators proves to be limited, albeit schools would benefit by ensuring school administrators are afforded the time and funds to complete courses to help ensure they remain more technologically savvy than the students.