Technology Embedded Tasks in Educational Leadership Graduate Education

I have recently entered my third year as a teacher. Actually this is my third career as a teacher. My first teaching experience began as a middle school teacher in 1992. In 1997 my teaching career moved into the administrative realm- assistant principal in a high school and subsequently the principal of an 8th/9th grade building. Now I find myself teaching future administrators at the university level. Let me tell you- teaching is teaching is teaching. My graduate students often remind me of the 7th graders I taught! I guess that is not a bad thing- I really enjoyed teaching middle school kids- call me crazy.

In every iteration of my career I have been addicted to the latest technologies as a tool of sense making and of efficiency. As a middle school teacher I was the first faculty member in the school to use the Internet and to engage students in the development of presentations using PowerPoint and HyperCard. As an administrator I tried to “electronify” all the administrative parts of my work. I developed a school Intranet for faculty and staff and used the Internet to better communicate with the community. I am currently teaching a course at the University of Massachusetts at Amherst titled, “Theory and Research in Educational Administration.” I have been searching for ways to integrate technology into the course. This year I have infused Digital Storytelling, Audio Casts, and Podcasts.

Student in my course engage in five tasks. The first is the creation of a presentation to their school organization based on our first two readings:

Friedman, T. (2005). The world is flat: A brief history of the twenty-first century. New York: Farrar, Staus and Giroux.

Rothstein, R. (2004). Class and schools: Using social, economic, and educational reform to close the Black-White achievement gap. Washington, DC: Economic Policy Institute.

These books provide two competing arguments of where education is and needs to go next. The presentation format allows students to analyze the texts through their lens of a practitioner. They also learned a great deal about how to make effective presentations (we discussed Edward Tufte’s work about the use and misuse of PowerPoint, Link to Tufte's website ).

Tasks 2-4 required students to use one of three modes of dissemination. Students were put into groups of three for these tasks. Each group member is responsible to individually complete each task using a different medium. The three modes of dissemination are:

1) Written Narrative [5 pages]
2) Audio Cast [Limit of 7 minutes]
3) Digital Story [Limit of 8 minutes]

Here is a description of each task:

Task 2: Self as Leader- “I believe…”
Using one of the methods of dissemination outlined above, construct a story of your own leadership. This story should include the factors that brought you into the educational setting. Describe the type of leader you were, are, and what to become. In the end, you should articulate what you believe about school leadership. [This concept is based on the National Public Radio “I Believe” series, Link to NPR I Believe series].

Task 3: Artifacts of Leadership in your Educational Setting
Using one of the methods of dissemination outlined above, gather artifacts that describe the leadership vision and mission in your organization. Use these artifacts to describe the type of leadership that is currently reflected in your educational setting. Artifacts can and should take many forms. Artifacts may include pictures, structures, minutes, etc. that represent important aspects of leadership in your educational setting.

Task 4: Educational Leadership in the Literature
Each group is assigned a set of literature to analyze. Using one of the methods of dissemination outlined above, each member will provide a representation of their literature analysis. The four clusters of literature are: Leadership and Student Achievement, Leadership and Social Justice, Leadership Style, and Leadership and Organizations

In the end, each student will have used all three modes of dissemination. Students were provided short tutorials on audio and video editing during and in addition to class. They were encouraged to use any program of their choosing and to seek the assistance for others more technically advanced.

Last week in class we shared Task 2. They were unbelievable! We listened to a number of audio casts and watch three digital stories. They were all very unique, but they all had a common element- they were truly powerful. Some projects were simply made using a digital recorder or recording over PowerPoint slides. Others used editing software to create a very dynamic project.

Upon reflection, students said they felt liberated to have the freedom to express themselves in their own unique way. Additionally, students found utility for their work as school leaders. A few students initially felt relieved they were going to be able to create an audio project rather than another written assignment. These students soon found out that an eloquent audio cast first requires a rich written narrative.

In case you are wondering about Task 5- it is a traditional writing assignment. Students are given a story about Robin Hood. Hood is losing control of his Band of Merrymen. The task is to analyze (through the use of literature) his predicament and to present a new plan of action.

Finally, I use Podcasts between each class. Students subscribe to the Podcast through their music program. Most often they involve administrative reminders- e.g. what to read for next week. However, I have been conducting interviews with authors of many of the articles we are reading for class. This has provided students with context and a voice as they read. For example, students read Ahnee-Benham, M. (2002). An alternative perspective of educational leadership for change: Reflections on Native/Indigenous ways of knowing. In K. Leithwood & P. Hallinger (Eds.), Second International Handbook of Educational Leadership and Administration (pp. 133-166). Dordrecht: Khower Academic Publishing. I interviewed Dr. Benham with my iPod not about the content of the article, but rather her rationale for writing through a critical lens and how this type of work can help current practitioners. I also had the opportunity to interview Dr. Francisco Guajardo the University of Texas Pan American. Francisco discussed his use of digital stories with the youth-based organization he began with his brother (Miguel Guajardo, assistant professor at Texas State University) in South Texas called Llano Grande (Link to Llano Grande website).

A sample of my weekly Podcast (the interview with Franciso Guajardo) and a sample digital story from a student in my class (Quick Time format) can be downloaded from: Link to PodCast and Digital Story.

I have learned a great deal about how technology can be infused at the graduate education level. My hope is to model and expect this type of work in order for current and future educational leaders to do the same in their school settings. I look forward to hearing your comments.

Comments

[Monica D.T. Rysavy]

Very interesting thoughts! I particularly enjoyed reading about how you are using Podcasts between your classes and how students integrate leadership artifacts in the course. I'm a high school technology teacher who absolutely loves technology and have found that I'm often the first to jump behind new technologies. Sadly, my current doctoral studies have included next to no technology (outside of Blackboard communications). I shall be sending your article to my instructors as something worth reading!

[Jon Manier]

I think you've touched on an important point that is often lost...it's darn difficult to articulate ideas in writing. As a student and educator, myself, I have often struggled getting "quality" work product in written form. Utilizing technology that provides for greater "flow" may indeed increase the value of the learning process.

[Pam Shoemaker]

I'm just finishing my ed spec degree and have seen no technology use throughout the entire program except for the expectation to add one post to a discussion forum. I have used technology as a focus for most of my own assignments and projects due to my own interests. I applaud what you are doing! My classmates would have really benefited by your assignments.

[C.Salinas]

I enjoyed your conversation with Dr. Francisco Guajardo. I have worked with him in the past and it's feels good to hear him share stories and knowledge. I think your dissemination of shared conversation in this mode of technology is awesome.