Deal With It, Part 2

In response to the increased complexity and growth of technology over the last 15 years, a substantial number of districts have gone outside of the education arena to hire their technology leaders. While there is nothing fundamentally wrong with this approach, many of those who fill technology leadership positions with a limited background in K-12 education frequently fail in spite of their considerable knowledge and skills in technology.

As an interested onlooker of this reoccurring phenomenon, I have observed that a common dilemma is shared by many of these individuals: They have avoided dealing with the idiosyncrasies of the educational environment. It is even more disconcerting that some of those technology leaders who have a background in K–12 become so enamored of technology that they, too, suffer from the same shortfall.

Their problems do not result from a deficiency of technical knowledge or skills. Rather, they appear when IT leaders lack an awareness and understanding of the educational context in which they are working. Far too many technology leaders believe that they are working in the technology industry when, in fact, they are part of the education field. As a result, they become too removed from the issues and concerns of their real clients, those who work in the schools: teachers, administrators, support staff and students.

This problem can be resolved if technology leaders are willing to face the problem head-on and deal with it.

I believe that the key to dealing with this problem is opening up lines of communication with those in the field. Taking the time to visit schools is one of the best ways to let principals and others know that you are not just a “techie,” but are really interested in what is happening in the schools. Talking to a clerk about a new system your team implemented, asking teachers how the computers are working, or testing out your network in a school could be eye-opening and humbling experiences.

I found that meeting once a month with my principals’ advisory committee not only served as an excellent conduit between me and the schools, but helped me validate the information my staff was providing me. A similar advisory committee with school-based technology specialists helped ease the tensions between school and central office technology. It is interesting to note that while my staff did not attend the advisory committee meetings, they benefited greatly from them. For example, last year the school-based technology specialists, as an unsolicited sign of appreciation, surprised all my technicians (approximately 45) one morning with breakfast as they arrived at work — something unheard of just a few years before.

Hiding behind the mystique of technology just won’t work in today’s education for those in technology leadership positions. Technology is simply too essential to permit that. For both those with limited K-12 experience, as well as those with considerable experience but have forgotten their roots, they must take concrete steps to deal positively with the K-12 environment.