Decisions I don't want to make as a tech director

While we all crave power and control at some level, there are quite a few policies and procedures I simply do not want to create - or at least create unilaterally - as a tech director. Nor should any tech director working in education. These decisions include:

• What Internet resources to filter
• What devices to use in 1:1 programs
• What e-books, e-texts, databases, adaptive learning programs, and other instructional materials to use
• What (or if) games should be allowed in school
• What learning management system to support
• What computer OS to support
• Whether to use a classroom device monitoring system
• Whether to support interactive white boards
• What metrics are used to determine student/teacher/school success

It's my experience that too many school IT folks forget to discriminate between setting policies and enforcing policies. And while I am more than happy to provide guidance based on my IT knowledge, teaching experience, education, librarianship, and readings, those setting educational goals should have the final say in these decisions. I am happy to share my (often strong) opinions, but I always want to be considered as one voice among many.

Too often instructional leaders are happy to pass all responsibility for technology implementation, including policy-setting, on to the technology department. Bad move. As I've written before, teachers and techs usually have competing priorities.

Teachers are usually about access, effectiveness, and ease of use.
Techs are usually about adequacy, reliability, and security.

All worthy priorities. But competing.

Remember my fellow tech directors, just because you are given the power to make an educational decision, doesn't mean you must do it.

A good policy for good policies
Librarians are from Venus; technologists are from Mars
Problem or dilemma?

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Comments

[Nathan Mielke]

Clearly we want to make those decisions with multiple folks in the loop, but the question that popped up in my head right away is who makes the call on any decision anyway? We're used to silos - Special Ed, Curriculum, Business, Technology...now all of those are blurring so much, that one can question who is really in charge of any decision? Every time a department turn, they're stepping on another department's toes, so many decisions...if not all...need to be made by a team.

[Mike Berding]

I am usually the first to ask. "Are you sure you want this blocked?" I typically try to reiterate the idea that there might be an underlying factor that is not being addressed when specific material needs to be blocked.

I usually follow up with "Can you find any educational value in this before I block it?"

Typically the answer is no, but you can find value in anything as long as it's implemented properly.

[Penny Christensen]

I love this post for a couple of reasons - you point out competing interests between technical and educational components in a school system and you acknowledge that some may crave to make these decisions to reinforce their authority or importance - so true we sometimes forget!
What really spoke to me though was this, "Too often instructional leaders are happy to pass all responsibility for technology implementation, including policy-setting, on to the technology department." This is not just a bad move, but a signal that the instructional component views the tech as a non-factor in the educational process. It matters so little that they have no opinion at all; well, that doesn't seem likely does it? In fact, I might say it is an unconscious trap they set for the tech to never completely meet the educational goal. The risk in making the 'wrong' decision is now transferred to the tech department. And you may never find the teachers quite "in."

[Ron Smallwood]

The problem is that there is no "right". The only goal should be to improve the learning of the students. The best technology won't help the students if they can't access it or the teachers are not trained in its use. What works with one student may not help or even hinder learning in the next. One size fits all doesn't work.

If I were king all students would have access to the best educational technologies facilitated by well trained & supported teachers in individualized programs. (For my next tricks I will stop global warming, end hunger, and bring about world peace.)

Sadly all I can do is to be as responsive to my students as possible while supporting and encouraging my fellow instructors. But that may be good enough.

[Doug Johnson]

Mike,

Your situation is exactly why Internet resources need to be treated like other resources with a reconsideration process where a committee vets and decides whether to keep access.

Doug

Hi Nathan,

My previous district has a "decision-making matrix" that showed responsibilities: decide, provide input, etc. I think I will be lobbying for such a thing in my current district.

Doug

Thanks, Penny. I agree passing "tech" decisions on to the tech department shows a lack of integration and alignment. It will be a long, hard fight to get everyone in the same "silo"!

Doug​

Ron,

Would all decisions in school be made on such a basis!

Doug