When an organization considers a change that will mark a change in the schema, the technology leader must keep a few key concepts in mind.  These concepts include the decision to become an instructional partner with the students’ educational stakeholders; Determining to be at the table whenever and wherever discussion is had about the use or exclusion of educational technology; Knowing when the timing is right to make the big leap into greater technological application by both students and teachers; and, live on the precipice(Hall, 2008).  That is, continue to explore applications and hardware that will have an impact on the ever-changing nature of academics.

Some see the educational technology staff as supplementary and external to the daily well-functioning classroom.  In reality, the ed tech staff of any institution should play a closer part to the beneficial changes teachers, administrators and students, look for in a healthy school environment(Banoglu, 2011).  Curriculum services is the traditional source of new and interesting ideas for instructional materials.  Much of the best changes in curriculum development have, however grown from outside of this realm and, in recent years, reflect a more open proves that increasingly includes ed tech in the idea development aspects of curriculum development.  The bottom line is that the educational technology leader must understand what is going on in the school and advance ideas that will increase understanding by the students L&A, 2004).

The educational technology staff is no longer the geeks in the converted broom closet filled with spare computer parts and wires.  They are a powerful component of the educational improvement apparatus.  Hall (2008) describes this as having a place at the table.

The greatest single support the good ed tech leader can provide an education team is assistance in the decision of exactly when to make new technological changes.  Hall (2008) points out a number of questions which, in total, point toward more economic considerations.  The basic questions of economics are interwoven into the process here – Do I need it? And can I afford it? Become prime considerations guiding the final leap into the new technology.  Ultimately, the net impact of the decision must be determined and entered into the process concerning the timing of it all (Hall, 2008).

This all takes time to get right.  Getting these decisions right in a way that fits all of the variables is a tricky business.  It is best done slowly and with much discussion and consideration among all of the concerned parties (Hall, 2008).



Banoglu, K. (2011). School principals’ technology leadership competency and technology coordinatorship.  Kuram ve Uygulamada Egitim Bilimleri. 11(1). 208-220.

Hall, D. (2008) The technology director’s guide to leadership: the power of great questions. Eugene, OR: International Society for Technology in Education

Editor (2004) Leadership & Advocacy. The Journal. 31(12). 40.