Conclusion
The topic descriptions demonstrate the great extent of technology issues and applications that school administrators need to know. This course overview only serves as a template and can be designed to meet individual circumstances. Depending on the needs of the school administrators, specific topics can be pulled out and taught as individual workshops. In a university setting, the topics could be integrated into previously designed courses. For example, distance learning could be incorporated into a curriculum class or multimedia tools could be integrated into a school leadership course. One critical component that should remain, no matter what the situation, is the real world approach. It is imperative to give them a ‘hands-on’ approach and to connect the technology to the school administrators’ world of work.
School administrators are the impetus for successful technology use in schools. Developing and implementing courses that will educate principals and superintendents in technology are crucial if successful technology use and integration is to occur (Clark & Denton, 1998; Office of Technology Assessment, 1995). A firm foundation in technology knowledge, skills relative to the instructional process, and leadership and managerial skills in technology are required. The technology components identified in this paper provide a means for principals and superintendents to learn technology knowledge and skills necessary to accomplish their administrative responsibilities.
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teaches instructional technology courses for preservice teachers and conducts professional development seminars in technology and science.
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Geer, C.H. Technology training for school administrators: A real world approach. TECHTRENDS TECH TRENDS 46, 56–59 (2002). https://doi.org/10.1007/BF02824162
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DOI: https://doi.org/10.1007/BF02824162