Preparing Post-Pandemic, Equity-Focused Educational Leaders: Technology Requires Administrators to Reimagine Schools
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| Title: | Preparing Post-Pandemic, Equity-Focused Educational Leaders: Technology Requires Administrators to Reimagine Schools |
|---|---|
| Language: | English |
| Authors: | Tracy Reimer, Jennifer Hill |
| Source: | International Journal of Educational Leadership Preparation. 2024 19(1):138-156. |
| Availability: | International Council of Professors of Educational Leadership. Web site: https://www.icpel.org/ |
| Peer Reviewed: | Y |
| Page Count: | 19 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research Tests/Questionnaires |
| Education Level: | Elementary Secondary Education Early Childhood Education Elementary Education Kindergarten Primary Education |
| Descriptors: | Educational Change, Instructional Leadership, COVID-19, Pandemics, Teaching Methods, Distance Education, Blended Learning, Administrator Attitudes, Information Technology, Decision Making, Equal Education, Barriers, Administrator Education, Educational Practices, Standards, Elementary Secondary Education, Kindergarten |
| Geographic Terms: | Minnesota |
| ISSN: | 2155-9635 |
| Abstract: | The emergence of the COVID-19 pandemic led to a significant transition towards online education in pre-K-12 schools, prompting school administrators to confront the disparities revealed by the remote learning model. This paper includes the findings of a multi-phase research project exploring the intersection of educational leadership, technology, and systemic inequities aimed to guide administrator preparation programs to meet relevant, post-pandemic leadership standards. Phase One of the research project, conducted early in the pandemic, highlights the findings from a survey administered to technology directors in Minnesota. The survey aimed to understand how school districts were addressing the technology disparities encountered by students and families during hybrid and distance learning models. Phase Two of the research project, conducted as the pandemic waned, focused on school leaders' evaluation of which practices developed and implemented during remote learning should be sustained. Technology directors participated in a focus group and asserted that the pandemic was an opportunity for educational leaders to reimagine schools for the success of all students. Findings call for revised administrator preparation standards, the implementation of technology plans in every state, and continued focus on identifying and addressing educational inequities. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1428733 |
| Database: | ERIC |
| Abstract: | The emergence of the COVID-19 pandemic led to a significant transition towards online education in pre-K-12 schools, prompting school administrators to confront the disparities revealed by the remote learning model. This paper includes the findings of a multi-phase research project exploring the intersection of educational leadership, technology, and systemic inequities aimed to guide administrator preparation programs to meet relevant, post-pandemic leadership standards. Phase One of the research project, conducted early in the pandemic, highlights the findings from a survey administered to technology directors in Minnesota. The survey aimed to understand how school districts were addressing the technology disparities encountered by students and families during hybrid and distance learning models. Phase Two of the research project, conducted as the pandemic waned, focused on school leaders' evaluation of which practices developed and implemented during remote learning should be sustained. Technology directors participated in a focus group and asserted that the pandemic was an opportunity for educational leaders to reimagine schools for the success of all students. Findings call for revised administrator preparation standards, the implementation of technology plans in every state, and continued focus on identifying and addressing educational inequities. |
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| ISSN: | 2155-9635 |
