Lynne Schrum

Using Systems Thinking to Leverage Technology for School Improvement: Lessons Learned from Award-Winning Secondary Schools/Districts

Abstract This paper offers lessons learned about what it takes to successfully leverage technology for school improvement based on a cross-case analysis of eight award-winning secondary schools/districts around the United States. The researchers analyzed data from 150 interviews, 30 focus groups, and more than 300 hours of observation in 150 classrooms, plus extensive document analysis, to reveal numerous lessons learned across the eight sites. Findings from this study indicated that eight factors must be addressed (nearly) simultaneously when technology is used as a lever for school reform: vision, distributed leadership, technology planning and support, school culture, professional development, curriculum and instructional practices, funding, and partnerships. Implications for current and future practice include important lessons for university and district-based technology specialists, educational researchers, and school and district leaders about taking a systems approach when considering technology among these factors needed for comprehensive school reform efforts to be sustained.

Preparing Future Teacher Leaders: Lessons from Exemplary School Systems.

Abstract In this paper, we argue that teachers have an opportunity to take on leadership roles in tecltnology-rich schools and districts. Based on data collected during a year-long project to investigate award-winning schools and districts, we used observations, interviews and focus groups, and document analysis to glean lessons learned from leaders and teachers. Teacher leaders emerged as a noticeable and important aspect of what we saw and heard. Therefore, we highlight ways teachers and leaders can work together to bring about school improvement and student achievement using technology as a key leverage point; in particular we suggest that teacher candidates should be prepared during their preparation programs to take on the role of teacher leader.