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As Cromwell (1998) argues, computer technologies to be effective must be implemented in an environment where educators understand the changes they have wrought for instruction and learning, “A computer is the students’ library, homework, data storage, and connection to the wider world. Technology has changed the emphasis to the learning of kids rather than the teaching of kids” (1). Such a shift means there will be a learning curve for teachers as they move toward this new paradigm and away from traditional methods of instruction. The administrator is critical in providing support and encouragement for this psychological and instructional shift. Mr. Reffner achieved such a role by providing first-hand assistance, support, and encouragement to older staff members who were unused to information technologies. He arranged for special training times and hired technology “tutors” to assist anyone desiring more training. When I asked him exactly how he felt such goals were achieved, Mr. Reffner informed me that firsthand exposure to models of success lower resistance and help facilitate change. As he notes, “I insisted all teachers attend technology conferences to see what other schools are doing, what others teachers are doing to integrate technology, and what principals are doing to encourage the use of technology in their schools and classrooms. I attended these conferences with them,” (Reffner 2003).

Principals like Mr. Reffner understand the complexities of successful IT program implementation. However, Mr. Reffner argues that “Many principals are themselves unprepared to facilitate successful IT implementation,” (Reffner 2003). He argues that some of the mental barriers and lack of understanding of new technologies also impedes action on behalf of many principals. Those that do attempt to implement such programs often fail to achieve expectations because of such obstacles and a lack of support from distri...

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LEADER INTERVIEW CASE STUDY ANALYSIS. (1969, December 31). In Retrieved 04:52, September 21, 2017, from
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