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ICT Competencies and

Standards for
Administrators
 Today’s innovations in technology have provided
valuable instructional tools for education. School
leaders/administrators play an essential role in whether
these innovations are being used effectively in their
schools. Many state departments of education have
developed technology plans intended to promote the
effective use of technology and to aid administrators in
implementing technology strategies that will improve their
school’s efficiency, effectiveness, and productivity.
 As society increases as a technology-rich environment, school
leaders are faced with how to support the integration of
technology into meaningful learning activities and how to
evaluate the use of technology within their schools. School leaders
need to recognize their teachers’ needs and support them in
effectively using technology in their classrooms (Holland, 2000).
To effectively support their teachers, school leaders often need to
feel knowledgeable about technology, which includes a thorough
understanding of when and how technology can be effectively
used to enhance student learning in their schools.
School Administrators as Technology Facilitators
School administrators play an important role in facilitating technology use in
schools (Ertmer et al., 2002), and they are one of the keys to successful technology
planning and integration (Office of Technology Assessment, 1995). MacNeil and
Delafield (1998) found that when administrators act as technology leaders, the
teachers and students integrate and use technology more successfully. Yet many
school administrators are novice technology users and have little experience or
training in the knowledge and skills required to be effective technology leaders
(Ertmeret al., 2002). To help teachers integrate technology, the school leaders need
to keep up with the latest technology. Without this knowledge, administrators find
it difficult to help teachers understand the use of technology in the classroom.
Paben (2002) indicated that school leaders’ vision for their schools must include
technology. So, what exactly do administrators need to know to be effective
technology leaders? Schmeltzer (2001) indicated that administrators need a broad
set of experiences; they need to develop an understanding of how technology can
improve instructional practices and a repertoire of strategies for supporting
teachers’ efforts to use technology in the classroom.
The International Society for Technology in Education has adopted the TSSA for
administrators, which cover the following six critical areas:

•Leadership and vision: Educational leaders inspire a shared vision for comprehensive
integration of technology and foster an environment and culture conducive to the
realization of that vision.
•Learning and teaching: Educational leaders ensure that curricular design,
instructional strategies, and learning environments integrate appropriate technologies
to maximize learning and teaching.
•Productivity and professional practice: Educational leaders apply technology to
enhance their professional practice and to increase their own productivity and that of
others.
•Support, management, and operations: Educational leaders ensure the integration
of technology to support productive systems for learning and administration.
•Assessment and evaluation: Educational leaders use technology to plan and
implement comprehensive systems of effective assessment and evaluation.
•Social, legal, and ethical issues: Educational leaders understand the social, legal,
and ethical issues related to technology and model responsible decision making
related to these issues (Appendix).
At the state level, many state departments of education have also drafted technology
standards for administrators to initiate, promote, and support the effective integration of
technology into the educational environment. For example, one state department of
education in the southeast has standards very similar to the TSSA, which include :
•Standard 1 (vision): Communicates to all stakeholders a vision of the role of technology in
teaching and learning.
•Standard 2 (funding and long-range planning): Develops, implements, and monitors a
long-range technology plan.
•Standard 3 (professional development): Initiates and supports professional development
processes that produce effective uses of technology in teaching and learning.
•Standard 4 (model user): Models the effective use of technology in support of teaching,
learning, and administrative functions.
•Standard 5 (learning environment): Creates a learning environment that empowers staff
to infuse technology into teaching and learning.
•Standard 6 (student learning): Ensures the implementation of district, school, and
classroom strategies that prepare students to be successful in a technological world.
•Standard 7 (legal, ethical, and security issues): Communicates the legal, ethical, and
security issues related to technology (Mississippi Department of Education, n.d.).
These national, or state, technology standards for administrators tend to guide the
redesign or development of new courses and training experiences. However, most
professional development efforts have focused on the needs of the classroom
teachers, with little attention paid to administrators’ needs (Ertmer et al., 2002).
Most school administrators have acquired their technology knowledge and skills on
the job, with occasional training provided by assorted vendors, professional
organizations, colleges, and universities (Mehlinger & Powers, 2002).
Educational leadership is increasingly recognized as a key ingredient to effective
schools and is increasingly becoming a more complex and difficult job to carry out
(Daresh, 1992). Mentoring has become an accepted and desirable part of the
preservice preparation of educational administrators (Daresh & Playko, 1995).
Mentoring is mutually beneficial, and protégés develop higher levels of credibility,
gain greater confidence, and develop human resource skills and competence in
their work as practitioners (Restine, 1997).
Crow and Mathews (1998) noted that mentoring not only provides aspiring
administrators with specific ideas and strategies, it encourages them to be more
reflective and analytical about their practice The mentoring relationship also
benefits the mentors, providing them insights into their craft and enthusiasm about
their profession.
In addition, mentoring provides means for testing fundamental assumptions and
beliefs concerning the nature of power, authority, and leadership (Restine, 1997).
Practicing administrators need to have a sound vision of emerging technology and
to mentor their mentees to effectively and efficiently use technology.
Aspiring administrators need to be aware of the possible administrative applications
of computer technology for their future practice. In their role as leaders, practicing
school administrators also need to recognize when teachers need coaching on the
effective use of technology and provide for the necessary coaching.
ICT Administrators were more interested in
pursing the following criteria :
• Educational leaders foster and nurture a culture of responsible risk taking
and advocatepolicies promoting continuous innovation with technology
(leadership and vision).
• Educational leaders create and participate in learning communities that
stimulate,nurture, and support faculty and staff in using technology for
improved productivity(productivity and professional practice).
• Educational leaders identify, communicate, model, and enforce social,
legal, and ethi-cal practices to promote responsible use of technology
(social, legal, and ethical issues).
• Educational leaders promote and enforce environmentally safe and
healthy practicesin the use of technology (social, legal, and ethical issues).
• Educational leaders participate in the development of policies that clearly
enforcecopyright law and assign ownership of intellectual property
developed with districtresources (social, legal, and ethical issues
The Technology Standards for School
Administrators :
I. Leadership and Vision:
Educational leaders inspire a shared vision for comprehensive integration of
technology and foster an environment and culture conducive to the realization
of that vision.
Educational leaders:
A. facilitate the shared development by all stakeholders of a vision for
technology use and wisely communicate that vision.
B. maintain an inclusive and cohesive process to develop, implement, and
monitor adynamic, long-range, and systemic technology plan to achieve the
vision.
C. foster and nurture a culture of responsible risk-taking and advocate
policies promoting continuous innovation with technology.
D. use data in making leadership decisions.
E. advocate for research-based effective practices in use of technology.
F. advocate, on the state and national levels, for policies, programs, and funding
opportunities that support implementation of the district technology plan.
II. Learning and Teaching:
Educational leaders ensure that curricular design, instructional strategies, and
learning environments integrate appropriate technologies to maximize learning and
teaching.
Educational leaders:
A. Identify, use, evaluate, and promote appropriate technologies to enhance and
support instruction and standards-based curriculum leading to high levels of student
achievement.
B. facilitate and support collaborative technology-enriched learning environments
conducive to innovation for improved learning.
C. provide for learner-centered environments that use technology to meet the
individual and diverse needs of learners.
D. facilitate the use of technologies to support and enhance instructional methods that
develop higher-level thinking, decision-making, and problem-solving skills.
E. provide for and ensure that faculty and staff take advantage of quality professional
learning opportunities for improved learning and teaching with technology.
III. Productivity and Professional Practice
Educational leaders apply technology to enhance their professional practice and
to increase their own productivity and that of others.
Educational leaders:
A. model the routine, intentional, and effective use of technology.
B. employ technology for communication and collaboration among colleagues,
staff, parents, students, and the larger community.
C. create and participate in learning communities that stimulate, nurture, and
support faculty and staff in using technology for improved productivity.
D. engage in sustained, job-related professional learning using technology
resources.
E. maintain awareness of emerging technologies and their potential uses in
education.
F. use technology to advance organizational improvement
IV. Support, Management, and Operations:
Educational leaders ensure the integration of technology to support productive
systems for learning and administration.
Educational leaders:
A. develop, implement, and monitor policies and guidelines to ensure
compatibility oftechnologies.
B. implement and use integrated technology-based management and
operations systems.
C. allocate financial and human resources to ensure complete and sustained
implemen-tation of the technology plan.
D. integrate strategic plans, technology plans, and other improvement plans and
policiesto align efforts and leverage resources.
E. implement procedures to drive continuous improvements of technology
systems andto support technology replacement cycles
V. Assessment and Evaluation:
Educational leaders use technology to plan and implement comprehensive
systems ofeffective assessment and evaluation
Educational leaders:
A. Use multiple methods to assess and evaluate appropriate uses of technology
resources for learning, communication, and productivity.
B. Use technology to collect and analyze data, interpret results, and
communicate findings to improve instructional practice and student learning.
C. Assess staff knowledge, skills, and performance in using technology and use
results to facilitate quality professional development and to inform personnel
decisions.
D. Use technology to assess, evaluate, and manage administrative and
operational systems.
VI. Social, Legal, and Ethical Issues:
Educational leaders understand the social, legal, and ethical issues related to
technologyand model responsible decision-making related to these issues.
Educational leaders:
A. Ensure equity of access to technology resources that enable and empower all
learnersand educator.
B. Identify, communicate, model, and enforce social, legal, and ethical
practices to pro-mote responsible use of technology.
C. Promote and enforce privacy, security, and online safety related to the use
oftechnology.
D. Promote and enforce environmentally safe and healthy practices in the use
oftechnology.
E. Participate in the development of policies that clearly enforce copyright law
andassign ownership of intellectual property developed with district resources.

Reference :
https://www.researchgate.net/publication/238435494_Technology_Standards_for_Sc
hool_Administrators_An_Analysis_of_Practicing_and_Aspiring_Administrators'_Perceiv
ed_Ability_to_Perform_the_Standards
REFERENCE:
https://www.researchgate.net/publication/238435494_Technology_Standards_
for_School_Administrators_An_Analysis_of_Practicing_and_Aspiring_Administrat
ors'_Perceived_Ability_to_Perform_the_Standards

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