Education Week - Managing the Digital District - October 2, 2013 - S17

Enrollment
21
42%
37
Fewer than 2,500
Community
5
16
79%
City
10
24
66%
Town
Region
10
24
66%
Northeast
23
43%
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Central
Poverty Concentration
13
26
60%
Fewer than 10 percent
22
69%
Southeast
16
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35
48%
10 to 19 percent
20
33
47%
20 percent or more
Regardless of the staffing structure, what’s most important for
districts is that they have employees capable of providing “strategic
leadership” on technology issues, he said. That means having
people who can manage tech systems and also set a vision
for technology and how it merges with curriculum, professional
development, spending, and overall academic goals.
The federal findings on the use of full-time chief technology
officers were based on 2008 data, but Mr. Krueger believes the
numbers hold true today. The overall status of district technology
leaders has risen in recent years, but he thinks many
systems, particularly rural and poor ones, are still relying too
heavily on part-time personnel.
The lack of technology leadership in poor districts can have dire
effects on students, Mr. Krueger argues. Research has shown that
in needy schools, technology tends to be used for rote learning,
rather than building more creative and analytical skills, he said.
Mr. Krueger said CoSN is working with directors of Title I programs,
which help support the education of disadvantaged students,
to encourage use of that federal aid for effective employment
of technology.
As pressure to keep up with technology changes has increased,
the decisions school systems face about tech leadership
are similar to those of the 1960s and 1970s, when
district finances were often overseen by bookkeepers, Mr.
Krueger said. As finances grew more complex, districts created
the “chief financial officer” position, a reflection of the
new duties of those administrators.
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Education Week - Managing the Digital District - October 2, 2013

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