The Academic Administrator's Guide to Successful Technology Integration

The task of preparing students for an electronically-charged American workforce falls onto the shoulders of the nation's education system. Proactive teachers and administrators must research, develop, and integrate contemporary forms of technology in order to saturate curricular standards and benchmarks with the latest forms of digital enhancement. I have constructed this Wiki to assist school leaders with creating technological plans and the process for initiating it- I hope that you find this resource helpful.

                                                                      -Jason Gant

Many administrators feel overwhelmed as technology changes with rapid frequency. The same reoccurring inquiries surface at PLCs and professional development training seminars:

    * How do I find out about the latest technology? 
    * How do I know if this particular hardware/software is relevant?
    * How will I properly prepare my instructional staff to deliver this
      new content?
    * How will they use it in the classroom? 
    * How do I know if it is working and helping the students to learn?

This Wiki was created to serve as a guide for answering these questions, and assisting school leaders with finding, implementing, and regularly utilizing technology for instruction. The guidelines of this tutorial are based on the ADDIE model for instructional design, and are proven parameters for successful and effective technological integration in educational settings.

A.D.D.I.E. Edit



One cannot be idle and stay current on trending forms of technology. The proactive administrator must pursue new forms of technology constantly, or risk supplying their teachers with obsolete components. Below are four helpful practices to assist in your quest finding appropriate forms of technology to support instructional design:


 Ask yourself WHAT you are trying accomplish HOW you would like for technology to
 enhance your instructional goals. What gains would you like to see regarding
 technology for students/ instructional staff?


 Implement PLCs to create an environment where teachers share with their academic 
 brethren the ideas and strategies that are working for them, and actively listen
 to the suggestions of others to reciprocate. Teammates can be an essential input 
 source for discovering new forms of instructional technology.


 A variety of courses are supplied by your district to assist in this endeavor.
 Browse the list of available courses that hold relevance to your unique staff and
 your technological goals. Many of these courses are FREE and some will even offer
 handsome stipends!!

Design & Development Edit

The next two phases involve intense rigor; you will be constructing a technological plan for the instructional staff that enhances their digital abilities to attain the school's desired learning goals. A good starting point would be to analyze district and state-wide standards, so that mandated benchmarks are not overlooked. While designing your technologically enriched curriculum, be responsible by adhering to the International Society for Technology in Education (ISTE) Standards. The administrator standards can be located at and includes a checklist of accountabilities entrusted upon school leaders utilizing educational technology. Once a blueprint of design has been forged, it is time to begin development. In this phase, administrators select the necessary digital components from their list of researched technologies from the analysis stage that will assist in achieving their desired outcomes. Some digital suggestions for academic enrichment include:

    > Google Classroom (Virtual)      > Webcams
    > Blogs and Wikis                 > Chromebooks and Tablets
    > Smartboards                     > Screencasting
    > Social Networking               > Cell Phones
    > Laptops and Computers           > PowerPoint Presentations

Integration Edit

Now it is time to introduce the newly conceived concept to the instructional staff. It is your job as an administrator to adequately prepare the teachers to effectively utilize the new program and see the established goals come to fruition. Supplying professional development opportunities to learn the new technologies is an essential step. Addressing issues such as differentiated instruction or accommodations for students with learning disabilities should be followed. The school's regulations for reserving the media center, computer labs, mobile carts, or other shared forms of technology need to be clearly articulated. Members of the electronic support team need to be identified as well as the means to contact them should any unforeseen complications arise. Additional support for the teachers can be obtained by encouraging them to discuss their experiences within their assigned professional learning communities (PLCs). Finally, the administrator should access the district's technology plan, as well as the "Appropriate Use of Technology" policy, to review with their staff.

Evaluation Edit

The final process is an often overlooked stage that is essential for measuring the success of the entire project. Sadly, many principals feel that their job is finished once the new technology program has been integrated- but how do they know that the system is actually working or if teachers are even using the components? It is the duty of the administrator to monitor the utilization of the new technology to scope the effectiveness of its integration. The following steps are proven approaches to successfully monitoring the system:

A. Walkthroughs: Frequent visitations to classrooms will allow administrators to receive a first-hand account towards how teachers are using the new technology. They should vigilantly scan lesson plans to make sure that lessons include activities that involve technology aligned with the state and district's mandated academic standards.

B. Formative Assessments: Given sporadically throughout the duration of a unit or chapter, a short and informal evaluation can be helpful for teachers to analyze student comprehension. Common variations of formative assessments can include exit tickets, think-pair-share, rally robin, or even simple observations.

C. Summative Assessments: The summative assessment is a major evaluation given at the end of a chapter or unit. Data derived from the scores of these assessments should be analyzed to measure student learning gains and validate the effectiveness of the technology.

D. Professional Learning Communities: Teachers should be encouraged to discuss their experiences with their professional counterparts to share both what has worked and what has failed. Administrators should actively visit these informal collaborations to hear accounts of their instructional staff and address their concerns or complications.

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