C YBER S ECURITY FOR E DUCATIONAL L EADERS : A G UIDE TO U NDERSTANDING AND I MPLEMENTING T ECHNOLOGY P OLICIES Chapter 1: Introduction © Routledge Richard Phillips and Rayton R. Sianjina

U NDERSTANDING THE TECHNOLOGY GAP There is a growing gap between the educational experience of a child who has access to various forms of technology with a tech-savvy teacher and children who have the gadgets and a teacher who doesn‘t know how to use them or has no gadgets. (Bennett, 2003, p. 1) © Routledge

L EADERSHIP Johnson (2001) makes the distinction between leader and follower in his writing regarding leadership, “Leadership is the exercise of influence in a group context … leaders are change agents engaged in furthering the needs, wants, and goals of leaders and followers alike” (p.6). In contrast, Johnson offers a definition of the role of the follower. He writes, “Important follower functions include carrying out group and organizational tasks, generating new ideas about how to get jobs done, engaging in teamwork, and providing feedback” (p.6). © Routledge

L EADERSHIP The focus on instructional leadership has been renewed by the expectations of competing in a global marketplace and increasing student achievement (Gray, 2009). According to Hallinger (2003), “Transformational leadership focuses on developing the organization‘s capacity to innovate rather than focusing specifically on direct coordination. control, and supervision of curriculum and instruction” (p. 330). © Routledge

L EADERSHIP Transactional leadership emphasizes the exchange relationship between the leader and subordinates. This leadership style is focused on leadership that encourages subordinates’ work performance through the use of rewards and recognition. © Routledge

L EADERSHIP Whether one is an instructional, transformational, or transactional leader of a district or building the responsibilities remain the same. Student achievement is the number one outcome under the microscope and understanding the how of technology integration will allow all the stakeholders to buy into and support technology incentives in this century. © Routledge

I NSTRUCTION CAI (computer-assisted instruction) refers to computer programs that provide students with drill-and-practice exercises or tutorial programs. CMI (computer-managed instruction) refers to programs that evaluate and diagnose students' needs, guide them through the next step in their learning, and record their progress for teacher use. (Kirkpatrick, H., & Cuban, L. (Summer 1998). Computers make kids smarter—right? Techno Quarterly, 7, 2. Retrieved December 8, 2003 from © Routledge

I NSTRUCTION CEI (computer-enhanced instruction) provides less structured, more open-ended opportunities that support a particular lesson or unit plan. Use of the Internet, word processing, graphing, and drawing programs are examples of CEI. (Kirkpatrick, H., & Cuban, L. (Summer 1998). Computers make kids smarter—right? Techno Quarterly, 7, 2. Retrieved December 8, 2003 from © Routledge

C ONCLUSION By understanding the three identifiable forms of technology integration used for teaching and learning, policymakers, practitioners, and parents know what is to be achieved in the classroom with technologies. © Routledge