Towards the Transformation of Higher Education: Educational Technology Leadership (original) (raw)
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tend to think of "leadership" like many other professional characteristics: hard to define but I know it when I see it or experience it. However, I expect this is not what the reader expects in this piece, so I will begin again. Merriam-Webster defines leadership as (1) the office or position of a leader, (2) capacity to lead, (3) the act or instance of leading (http://www. merriam-webster.com/dictionary/leadership). The definition still leaves me without much to build on so as my third feeble attempt, I will rely on my experience and a few academic resources to spur your thinking about meeting the significant challenges of positive leadership for educational technology contexts. I believe these reflections are relevant to historical, current, and future contexts of the applications of our field with priority or emphasis dependent upon unique organizational or political constraints.
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The academic technology units support the process of using of technology and pedagogy in teaching and learning and so occupy an important position in higher education, as their functions impact the instructional mission of institutions. Similarly, the administrators who lead this important function area and who manage the resources that the institutions have heavily invested in hold an important position, as their leadership can contribute to the effective utilization of instructional technologies, leading to the realization of the potential of technology in educational institutions. This paper examines administration of instructional technology as a support service and the position of directors of academic technology in higher education and discusses ways institutions can support the position.
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