Leader Interview

My interview with Mr. John Reffner, principal of Keith Jr. High School, occurred during his implementation of an information technology (IT) system to connect all employees and help teachers integrate technology into the curriculum. Mr. Reffner's leadership during this time revealed many lessons for administrators hoping to successfully implement technology in their schools. As Cromwell (2001) maintains, "Most teachers, school administrators, students, and parents know that computer literacy is vital to success in the 21st century, but they do not know the best way to develop technological effectiveness in our schools" (1). During my observation of Mr. Reffner's leadership while implementing the IT program, I discovered some valuable lessons for achieving such effectiveness.

Educational experts like the International Technology Education Association (ITEA) and the International Society for Technology in Education (ISTE) insist that the schools of tomorrow will incorporate technologies in ways never before possible (Teacher 2003). Remote learning, accessing the classroom from home, and a variety of other technology trends will characterize the school of the future. Because of such reality, today's administrators are in a position where they must develop technology competencies in teachers and students to prepare them best for success. A good deal of resistance toward technology and the changing teaching paradi

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embers who were unused to information technologies. He arranged for special training times and hired technology "tutors" to assist anyone desiring more training. When I asked him exactly how he felt such goals were achieved, Mr. Reffner informed me that firsthand exposure to models of success lower resistance and help facilitate change. As he notes, "I insisted all teachers attend technology conferences to see what other schools are doing, what others teachers are doing to integrate technology, and what principals are doing to encourage the use of technology in their schools and classrooms. I attended these conferences with them," (Reffner 2003). Principals like Mr. Reffner understand the complexities of successful IT program implementation. However, Mr. Reffner argues that "Many principals are themselves unprepared to facilitate successful IT implementation," (Reffner 2003). He argues that some of the mental barriers and lack of understanding of new technologies also impedes action on behalf of many principals. Those that do attempt to implement such programs often fail to achieve expectations because of such obstacles and a lack of support from district administrators. Mr. Reffner argues that the lack of support on beha

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