CYBER SECURITY FOR
EDUCATIONAL LEADERS:
A GUIDE TO UNDERSTANDING AND
IMPLEMENTING TECHNOLOGY
POLICIES
Chapter 1:
Introduction
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Sianjina
Richard Phillips and Rayton R.
UNDERSTANDING 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)
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LEADERSHIP

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).
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
LEADERSHIP


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).
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LEADERSHIP

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.
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LEADERSHIP

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.
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INSTRUCTION


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
http://www.technos.net/tq_07/2cuban.htm)
© Routledge
INSTRUCTION

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
http://www.technos.net/tq_07/2cuban.htm)
© Routledge
CONCLUSION

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.
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