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School
Walden University *
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Course
7900
Subject
Information Systems
Date
Apr 3, 2024
Type
doc
Pages
5
Uploaded by anthonymg84
1
Leading Change with Data and Collaboration
Anthony M. Grant Jr
Ed.S. Educational Technology, Walden University
EDSD-7900: Capstone Project
Dr. Sandra Johnson
June 27, 2022
2
Leading Change with Data and Collaboration
Transcript
Hi. My name is Anthony Grant and my specialization is educational technology, K-12, on Mayor Kelly’s task force. Educational technology drives school improvement and must be leveraged by leadership (Levin & Scrum, 2013). Grand City leaders must create and communicate a clear vision for the importance of technology integration, include the community
as critical stakeholders, gather professional development resources, encourage teachers to find their niche and expand their weaknesses, and build the capacity of Grand City over time (Levin & Scrum, 2013). Furthermore, Grand City can leverage technology to improve test scores, communication, special education services and create inclusive learning spaces for students and teachers to grow. The three areas that need improvement in Grand City are equal home internet access, technology professional development, and developing a better process for identifying low-income households experiencing barriers to economic progress. The educational concept change that works best when addressing technology as a solution for academic improvement is societal and community input (Fullan, 2016). All stakeholders in the school district must understand the impact of technology, receive timely information and exemplars, become early adopters, and serve as advocates for positive social change. Educational change
is a process that aids teachers in developing new skill sets through structures and processes that tap into higher-order thinking and develop new pedagogies from existing knowledge on a small scale (Fullan, 2016). When pushing innovation, we must understand that educational change is a group effort and requires the input of multiple stakeholders to understand how multidimensional implementing school programs can be (Fullan,
2016). The importance of being an educational change agent is to push innovation that boosts
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teacher and student engagement, encourage creativity, create multidimensional school programs that go beyond traditional learning, make students and teachers feel represented, and make education inclusive for all stakeholders (Fullan, 2016). Furthermore, collecting data to chronicle the changes that need to be made is critical to a school districts success and the work of an educational change agent. Data in education must contribute to theories that align to a problem, purpose, and research question that generates an answer that guides future action (Wright, 2008). Sound educational research requires longitudinal data information systems that pull from multiple sources, have analysis and reporting tools, facilitate rapid feedback for policymakers, and integrate virtual learning spaces (Gonzales & Lancrin, 2016). Data provides insight into how students learn, effective teaching practices, and social-emotional constructs. Data must do four things when used as a foundational source for initiating, planning, and implementing ongoing change. Data must contribute to improved conditions for educational research, incorporate diverse student records representative of the current population, utilize critical thinking and formative creativity assessments, and be securely stored in a formal information system (Gonzales & Lancrin, 2016). From data, cross-specialization groups can develop a consistent process for implementing change and establish clear goals to drive innovation. The importance of data-informed cross-specialization groups working together to make meaningful change is that common goals are achieved, specific areas of improvement are addressed, stakeholders provide their expertise and input to solving problems, and new theories are developed for further
research that leads to sustained innovation. The key points of this presentation are how educational technology drives school improvement, the importance of being an educational change agent in terms of being an
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innovator, and how data in education contributes to theory-based change that contributes to inclusive teaching and learning environments for our most important stakeholders.
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References
Fullan, M. (2016). The new meaning of educational change
(5th ed.). New York, NY: Teachers College Press.
Gonzalez-Sancho, C., & Vincent-Lancrin, S. (2016). Transforming education by using a new generation of information systems.
Policy Futures in Education, 14(6), 1-18.
doi:10.1177/1478210316649287 Levin, B. B., & Schrum, L (2013). Using Systems Thinking to Leverage Technology for School
Improvement: Lessons Learned from Award-Winning Secondary Schools/District.
Journal of Research on Technology in Education
,
46
(1 , 29–
51.
https://doi.org/10.1080/15391523.2013.10782612