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Expectations for Education Management and Educational Technology Positions
Educational management is an area of expertise that revolves around the operation of educational organizations. An academic manager is expected to take part in planning, organizing, and directing school-related activities. The specialist is supposed to know to effectively utilize the available human, material, and technological resources to help the school achieve its educational objectives. An academic management specialist could be employed in a superintendent, school principal, or supply and human resource (HR) manager position. Regarding qualifications, an educational manager is expected to possess a Level 7 EQC certificate and a Europass Certificate Supplement with ten or more transferrable points (Collins & Halverson, 2017). In the US, a candidate is expected to have a master’s degree in education management or educational leadership, with all the accompanying licenses.
A position of leadership in education technology differs from the position of an educational manager due to its primary focus being on advancing the school’s educational objectives by providing technological solutions. They are expected to work in close tandem with the administration of the school in order to create a shared vision of development and goals, providing specifications for the required equipment, ensuring the material and academic preparedness of teachers and students to utilize the equipped technology, and providing the necessary security and protection, among other duties (Frazier, 2017). The candidate for a position of leadership in education technology is expected to have a bachelor’s degree from a nationally accredited institution, a teaching license, an advanced degree in computer science, and various associated personal qualities and qualifications (Frazier, 2017).
As it is possible to see, educational management is a more general field of expertise with a focus on managing human and material resources. At the same time, a position of leadership in educational technology revolves around getting people involved and teaching them to use the available instruments while also providing technological and academic expertise. It is similar in that both occupations require a degree of academic knowledge and leadership skill to accomplish their intended goals.
Personal Philosophy
It is said that we learn 50% of what we are taught, 75% of what we discuss, and 95% of what we teach (Muller, 2015). Educational technology is a tool that helps enhance these values and provide more significant opportunities for teachers and students alike, helping them engage in conversation, discussion, and self-teaching (Webster, 2017). I believe that the connection between technology and leadership is evident, as it is essential not only to possess the qualifications and skills to introduce new technology but also to be able to teach others about the benefits of adopting technology and help engage in technological pursuit on a daily basis. The purpose of a technical leader is to inspire innovation both during classes and board meetings in order to ensure that the school in question is constantly riding the wave of technological development.
My personal philosophy revolves around facilitating innovation through any means available. I believe that research forms an integral part of leadership in technology, as quantitative data provides a significant boost in any argument regarding technology. I will be looking to enrich the existing body of knowledge by organizing research and participating in advocacy efforts to provide more schools with means of utilizing information technology in management and education.
References
Collins, A., & Halverson, R. (2018). Rethinking education in the age of technology: The digital revolution and schooling in America. New York, NY: Teachers College Press.
Frazier, M. (2017). Technology coordinator’s handbook (3rd ed.). Portland, OR: International Society for Technology in Education.
Muller, J. (2015). The future of knowledge and skills in science and technology higher education. Higher Education, 70(3), 409-416.
Webster, M. D. (2017). Philosophy of technology assumptions in educational technology leadership. Journal of Educational Technology & Society, 20(1), 25-36.
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