18.5: Leadership, Technology, and Pedagogy
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Technology is powerful, but only in the service of a powerful conception. (Fullan, 2003, p. 86)
Bracewell et al. (1998) conducted an extensive review of literature on educational technologies and found that successful e-learning programs combined technology with effective pedagogy and instruction. This integration was found to increase learner interest and motivation in learning, creating learner-centric environments, and increasing the number of learning opportunities. A meta-analysis of the research on educational technologies conducted by Ungerleider and Burns (2003) found that the effectiveness of technology use was correlated to the level of interactivity provided by the technology. Both sets of research reinforce the notion that successful learning is measured by the engagement of the learner. The creation of interactive learning through the use of educational technologies at a minimum requires an investment in review of instruction and learning. Research suggests that educational technologies can have a positive impact on teaching and learning, but only if leadership and vision bring focus to using technology to support core learning goals (Bennett et al, 2000). While technology is often viewed as pedagogically neutral, it can either enable or inhibit learning (Moll, 2001). The organization of learning and engagement of learners through educational technologies is essential to pedagogy (Bednar, Cunningham, Duffy & Perry, 1992; Gayol & Schied, 1997), and this organization of learning for an e-learning program is an essential part of the role that leaders influence.
While the introduction of educational technologies has the potential to transform learning (Crichton & Kinsel, 2000; Dexter, Anderson & Becker, 1999; Bennett et al., 2000), such transformation involves changing pedagogy and how learning is organized. Zhao (2002) found that educational technologies were effectively used in instruction when educators developed detailed plans for their integration and use. Creatding the conditions for successful implementation, t, including required hardware, and availability of Internet and network connections, are the domain of decision makers and leaders. Managing new educational technologies requires the ability to make choices and changes, particularly as the introduction of new educational technologies affects pedagogy, which in turn can influence the organization and structure of learning. Implementing e-learning programs is new ground for most leaders. Instructional design and delivery is different in an online environment, and traditional notions about how learning is organized do not necessarily apply.
Implementing an e-learning program, therefore, requires a review of pedagogy, instructional design, and delivery. Creighton (2003) believes that effective integration of educational technologies has more to do with pedagogy than it does technology. His views capture the essence of the issue of change, whether through adoption of educational technologies or not; any change involves pedagogy, and a fundamental examination of instructor-held beliefs about instruction. This type of change requires time and effort, and unfortunately, far too often innovation simply recreates or attempts to improve what is already taking place, with little change in pedagogy. Change demands meaningful and thoughtful leadership. While little has been written about how conventional leadership theories apply in new e-learning environments, emerging transformational leadership theory can be used to provide insights into how change processes can be understood and managed when implementing an e-learning program.