Educational Technology Leadership, Comprehensive Exam
Katrina Powell
Lamar University Academic Partnership Masters Program
Page 1
Introduction: The last two years of pursuing a masters in Educational Technology and Leadership has led me down a path of extensive and alternate forms of technology as well as providing an in depth look at how to responsibly guide and direct staff and students through proper and fundamental uses at the campus and district level through developmental components.
Position Goal:
As an Educational Technology Leader graduate, I plan to pursue a career in the avenue of curriculum and staff developments. Currently I am working along side a campus Instructional Coordinator, who’s roles encompass many areas of leadership such as, staff development training, Campus Improvement, AYP, AEIS data analysis, Testing for Telpas and TAKS, over sees curriculum development and integration of technology and Data teams.
As soon as I met Mrs. Bible, learned of how many areas of leadership she has her hands in and we discussed the importance of introducing teachers to the 21st Century of education and agreed that when doing staff developments with technology; teachers must trust they can use it within their discipline and see that in the training to truly evoke the desire and interest to then develop their lessons with technology.
Leadership Goals:
As an educational technology leader I hope to build a trust with my staff and teachers so that they not only come to me for specific technology or curriculum questions; but that when I bring a new idea to them they are open to seeing and learning for the benefit of not only the teacher but the student.
The educational needs that underlie my motivation to work in such a career are the ever changing and increasing forms of technology resources that our students are exposed to daily that peek their interest, so to bring some or most of that to the classroom is a desire of mine. Secondly, I see from the perspective of the educator where the ball has been dropped in many districts, where technology resources are purchased and placed at the campuses but no one is properly trained in its uses or the number of teachers that feel their level of technology is more than adequate when truly its no more than intermediate and they feel comfortable teaching in the old style with limited forms of technology but fail to engage the students who are really the experts.
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