Technology Leadership: School Personnel Management

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Table of Contents

Communication Practices and Procedures
Strategic Initiatives/Goals
Popularizing the use of Computer Technology
Encouraging Staff Training
Developing Security Measures
Establishing Interaction
Evaluation Strategy
Program Participants, Costs, and Timeline
References

When controlling the work of subordinates, one of the tasks of the schools director is to appoint a responsible specialist who can take the lead in the management of technological resources and select additional personnel. To do it, it is essential to identify those areas that require the introduction of digital equipment and develop appropriate strategies to maintain its stable operation. These measures are necessary as part of personnel management using technological digital innovations as an educational tool.

Communication Practices and Procedures

The use of computer equipment at school is relevant in some areas. In particular, modern digital means are necessary for the accounting department where permanent calculations are performed, which, in turn, is difficult to implement without the appropriate technology. Also, student computer science education requires equipping with a modern digital base. The operation of the equipment in these areas requires proper monitoring, and the task of the manager is to ensure the stable operation of the equipment. In all these areas, at the moment, some policies regulate control over the operation of digital systems. However, due to the replenishment of the technical base, proper skills are necessary since regular software updates require the appropriate qualification of the manager.

One of the key policies supported at the school level is to encourage student learning through digital media. According to McDougall and Betts (2016), computing technology enables the facilitation of learning experiences which could not be provided in any other way (p. 223). The advantage of this approach is that the staff has an opportunity to work with the latest achievements of progress and introduce those working strategies that meet todays standards. Despite some potential challenges, for instance, the possible difficulties of training personnel to work with new software, the advantages of such a model overlap its shortcomings. At the same time, to communicate with these areas, it is possible to develop several relevant strategies. For example, employees can undergo additional training, share experiences in group classes, and introduce innovative tools into the workflow in stages. It will allow you to study the specifics of managing equipment and its components comprehensively.

Strategic Initiatives/Goals

As a technology leader, it is possible to consider several relevant strategies that may be effective for the successful implementation of appropriate equipment and maintaining its high productivity. The plan can include five key elements of a unified program aimed at using the strengths of updating the digital base and minimizing its weaknesses. The initiatives can be divided according to their priority from low to high:

Popularizing the idea of transition to the use of computer technology;
Encouraging staff participation in equipment management training programs;
Developing a set of security measures;
Establishing the system of interaction of school personnel with specific equipment;
Drafting an evaluation strategy for the measures taken.

Popularizing the use of Computer Technology

To succeed in implementing the program of introducing technologies into the process of training and the work of school personnel, it is important to convey to staff the relevance of this approach. As Collins and Halverson (2018) remark, dissatisfaction with the current model of education is one of the leading factors that encourage staff to change the spectrum of activity. In this case, such an argument may be relevant, since outdated educational strategies are in many respects inferior to the active forms of education implemented through computer technology. Therefore, it is necessary to popularize the idea of changes in the program of activities and to achieve the adoption of a new regime.

Encouraging Staff Training

Encouraging the school staff to work on a program using computer technology is the integral task of the Director of Technology. According to McDougall and Betts (2016), the coordinators of such a program should provide a considerable amount of professional development experience for teachers and other school employees (p. 224). In this regard, assistance in familiarizing with the technical base is the crucial aspect of the Directors activities. Otherwise, the personnel will not have proper skills and will not be able to work with the equipment effectively.

Developing Security Measures

In addition to the possibility of organizing work in different departments of the school quickly and efficiently, it is possible to ensure the security of the data stored in the archive of the educational establishment. As Collins and Halverson (2018) remark, safety concerns interfere with educators desire to publicize student work. However, due to modern features, special protection may be established so that no valuable files could be lost. In addition, materials that are necessary for work can be systematized easily and conveniently, which is another advantage of the implementation program. Consequently, appropriate measures may help to eliminate the risk of losing information and strengthen the staffs confidence in the need for changes in the work plan.

Establishing Interaction

Completing the aforementioned stages, it is significant to provide the school personnel with stable access to working with digital equipment. Foshay (2000) notes that computer technology should be administered by competent staff, and the Director of Technologys role is optimal. In case of problems on the way of getting acquainted with the possibilities of e-learning, special preparatory sessions may be offered. Also, for the convenience of work, the phased implementation of virtual program components can be realized. It will help to introduce the plan and present a new platform based on innovative technology in detail.

Evaluation Strategy

One of the top priorities is the competent assessment of the implemented changes in the workflow. The position of the Director of Technology implies not only caring for equipment but also control over job satisfaction with the specific digital means. According to Hall (2008), in the most efficient organizations, technical teams are highly motivated by monitoring their performance against metrics (p. 27). Productivity evaluation may be performed by developing an appropriate reflection strategy. Also, the school personnel can provide feedback on their interest in current working conditions, which is useful for compiling a comprehensive picture of the activitys quality.

Program Participants, Costs, and Timeline

To implement all the aforementioned initiatives, the help of colleagues is necessary. As positions are involved in maintaining the stable operation of digital equipment, an expert in software can be hired, a network engineer, a technical trainer who works with the school staff, and a support person who may help if necessary. All these persons are responsible for different areas, and the distribution of tasks allows eliminating any problems associated with the irrational use of labor resources. The potential costs of initiatives will not be significant if the school personnel participate in the program actively. The strategy does not provide extra costs for training and education, much money is not required, and it is only essential to ensure stable wages for the service personnel. Finally, the period of the entire course of work can reach one month, but it all depends on the motivation of the school employees. If the staff supports the strategy in question, the time to prepare and stabilize work may be reduced. Therefore, all these initiatives are feasible, and serious obstacles are unlikely to arise.

References

Collins, A., & Halverson, R. (2018). Rethinking education in the age of technology: The digital revolution and schooling in America (2nd ed.). New York, NY: Teachers College Press.

Foshay, R. (2000). A Guide for implementing technology: Or, now that weve got them, what do we do with them? Bloomington, MN: Plato Learning.

Hall, D. (2008). The technology directors guide to leadership: The power of great questions. Washington, DC: International Society for Technology in Education.

McDougall, A., & Betts, J. (2016). Teacher professional development in a technology immersion school. In D. Passey & B. Samways (Eds.), Information technology: Supporting change through teacher education (pp. 222-230). New York, NY: Springer.

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