Making sense of technology in educational leadership programs

Conclusion Identify standards, align curricula, support technology—these are the three strategies that bring clarity to the process. As technology changes, the standards, curricula and support must change. ACTIVStudio, interactive whiteboards and cyber diaries are not just buzzwords — they are the new language of technology. The Citadel School of Education is paying attention — making sense of the challenge of keeping current technology in educational leadership programs. She is a former teacher and school administrator and currently teaches graduate courses, including microcomputers and school management, to aspiring administrators. Ms. Alice B. Hambright, a former public school teacher.     

BOOK REVIEWS

ESSAYS IN TEACHING. Edited by Harold Taylor. New York: Harper and Brothers, 1950. 239 pp.
Two Essays On A Prize-Winning Book EDUCATION AND MORALS. By John L. Chills. New York: Appleton-Century - Crofts, 1950. 293 pp. $2.75.
PHILOSOPHICAL NARCISSISM
PATTERNS OF EDUCATIONAL PHILOSOPHY: A DEMOCRATIC INTERPRETATION. By Theodore Brameld. Y onkers-on-Hudson, New York: World Book Company, 1950. 824 pp.     

Training vs. Performance Support: Inadequate Training is Now Insufficient

Three of the five prerequisites for change to a performance support system orientation exist: (a) Need and sponsor dissatisfaction with the status quo; (b) available and affordable alternatives; and (c) mindsets. The missing conditions are the development of a critical mass of people with vision who have the knowledge and skill to proceed, and the development of a sufficient transition and implementation strategy. Currently, a limited few are sufficiently familiar with the new alternatives—and while they have made the required mindset shifts, they are insufficient in number and not at sufficient organizational levels to sponsor the development of performance support systems. The key to developing effective performance support system strategy development and implementation is achieving the mindset or frame of reference shifts among those persons who can sponsor and fund the change and among the functional representatives who must participate in the change. The performance system view must be sold with benefits to the employees involved, to the overall organization, and to the functional participants in mind. Our current business problem is inadequate employee performance. Throwing in more traditional training events, regardless of whether they are interactive or not, will not solve it. The outcomes of traditional training are simply inadequate. And inadequate is now (and probably always was) insufficient. We have the technological means to develop and implement alternatives, but in order to accomplish the results we need, our view must shift from training to learning and then to performance. The focus must shift from rigidly defined content and training program structure, created by an instructional designer, to truly individualized learning experiences created by the learner. We must get out of our historical mindset and organizational boxes and take the broader and longer view. The future requires it. We must make a difference by affecting employee performance.