Scholarly Representation of Leaders in Instructional

Technology

By: Emtinan AlqurashiJuly 2014

LeadershipEvery government, organization, institution, business, and community, in general, needs a leader. But what make somebody a leader and how can someone be a leader?

It is important to understand the meaning of a leader or leadership first before identifying its characteristics.

The term leader can refer to someone who is in charge of a group of people. It can also refer to guidance, commanding, and managing. A leader is someone who can motivate others to achieve the desired goals and who create a vision for the future.

Leaders in Instructional TechnologyThis project focuses on the leaders in the field of instructional technology and they are:

David H. Jonassen

Peggy A. Ertmer

Robert A. Reiser

Barbara B. Lockee

David H. Jonassen

The first leader that I am talking about is Dr Jonassen. He was the director for the Center for the Study of Problem Solving at the University of Missouri-Columbia. His main research focus was on the area of problem solving.

In his paper, Jonassane (2009), he gave students the chance to investigate different perspectives and theories. he introduced different methods, strategies and techniques to engage students in in ethical problem solving, evaluate solutions, enhance thinking and understand situations.

Peggy A. ErtmerDr Ertmer is second leader in this project. Her research focuses on the impact that student-centered instructional approaches have on both the processes and products of learning.

In her first paper (1999), she focused on how to effectively overcome barriers in the classroom and what are the strategies to address those barriers. In her second paper (1999), she focused on how to integrate technology into the classroom effectively and successfully. Her aim was to (a) develop effective relationship, (b) provide responsive professional, instructional and technical support, (c) train students experts as a mean to provide technical support, (d) increase computer skills and self esteem.

Robert A. Reiser

Dr Reiser is the third leader in this project. His research interests have focused on (a) incorporating technology in classrooms, (b) techniques for evaluating and examining web-based instruction and (c) improving the planning practices of teachers.

He has focused on his two-part article (2001) on the history of instructional design and technology. Many new technologies and new ideas has occurred and affected the learning process in last years, so Dr Reiser found it necessarily to update his description of the field of instructional design and technology.

Barbara B. LockeeDr. Lockee is the last leader in this project. Her research generally focuses Her research interests focus on effective instructional design strategies for distance learning environments and the issues related to it.

In her paper, she and Dr Reiser (2006) have described an online information system tool which is called the Instructional Design and Technology (IDT) program. The propose of it is to encourage other programs to join in this information sharing effort.

Characteristics of Leadership

Sugar and Holloman (2009) have identified nine characteristics of a school leader including a technology leader:

Corporate vision: have the knowledge and the skills, and offer leadership and management to the vision and mission.

Development of others: understand the need of development of faculty members, and provide them with the tools and skills in order to improve teaching and learning with new technologies.

Facilitating: offer direction, guidance and assistance to enhance institutional effectiveness.

Servant leadership: overcome barriers, difficulties and obstacles. “Servant-leadership describes the need for leaders to confront obstacles while working toward “healthier, wiser, freer, more autonomous” members of the organization.” (Suagar & Holloman 2009:70)

Problem solving: solve everyday problems, and have the awareness and ability to address and plan to avoid potential problems.

Resource management: analyze, plan, take the right decisions, manage resources for the best system performance.

School communication: effective communication with staff, faculty members, students and community is a very important factor in leadership performance.

Student centeredness: maintain the communication, and understand how to enhance the quality of learning for all learners.

Systems thinking: have the knowledge about how the organization operates. An effective leader is “aware of the many systems at work and can demonstrate strong leadership by making meaningful connections across the organization in an effort to improve school performance.” (Suagar & Holloman 2009:70)

Distance Education Leaders

“The distance education environment requires DE leaders to have a well-founded vision of DE and its place within higher education institutions, leaders who possess good people skills that will enable them to work with their staff, faculty, and administrators; understand the adoption process for emerging technologies and innovation; are knowledgeable about course design processes, essential teaching and learning theories, and characteristics of adult learners and traditional-age students; are able to manage change; and who understand and are able to apply salient leadership qualities.” Nworie (2012).

Transactional DistanceMichael G. Moore is known in academic circles for leadership in the scholarly study of distance education. His theory (1997) have suggested three factors to take into account when considering the nature of transactional development between students and teachers in distance education. These are dialogue, structure and learners autonomy.

Dialogue: refers to all forms of communication.

Course Structure: refers to the course level of rigidity or flexibility.

Learners autonomy: refers to the learner’s sense of self-motivation and self-determination, and it is affected by the dialogue and the course level of rigidity or flexibility.

Transactional Leadership

Transactional leadership usually follow the traditional structure of leader-follower relationship, where bonuses and rewards are provided on completion of tasks or achieving goals.

This type of relationship considered to have positive affect performances and the satisfaction of the followers.

Transformational Leadership

Transformational leadership is based on ethics, morals and consideration of everyone within an organization.

Transformational leaders are often motivational, charismatic, intellectual, and considerate. They usually show the qualities of honesty, integrity and self-confidence.

They are able to take new methods and strategies to problem-solving and decision-making. They emphasize on professional development. They also inspire their team to be a source of inspiration to each other.

ReflectionThis project has developed my knowledge about leadership generally and in the field of instructional technology specifically. Each one of four leaders has something that I can take and learn from that can be beneficial and useful to my future researches.

I am interested in reading more of Dr Barbara Lockee’s work as she is specialized in distance education, how to improve it and the issues related to it. I’m planning to read more of her work and see how can I connect it to my researches. I also found Dr Robert Reiser’ work interesting to me as he has wrote and focused on evaluating web-based instruction and I would like to read more about it.

I’m also inspired by Dr Michael Moree’s work, he is well-known for his leadership in the study of distance education and that is related to my research interest (i.e distance learning in higher education). From that, I have planned to read more of his work and try to connect that to my research in the future.

This course made me aware of the term leadership for the first time, and the difference between transactional and transformational leadership.

I believe that both of them are important to improve the quality of learning in educational institutions, and each has its benefits that can lead institutions or organization to succeed.

ReferencesBrymer, E., & Gray, T. (2006). Effective leadership: Transformational or transactional? Australian Journal of Outdoor Education, 10(2), 13-19.

Ertmer, P. A. (1999). Addressing first- and second-order barriers to change: Strategies for technology integration. Educational Technology, Research and Development, 47(4), 47-61. ProQuest Education Journals.

Ertmer, P. A. (1999). Impacts of a university-elementary school partnership designed to support technology integration. Educational Technology, Research and Development. 47(1), 81-96. ProQuest Education Journals.

Fallon, G. (2011). Making the Connection: Moore's Theory of Transactional Distance and the relevance to the use of virtual classroom in postgraduate online teacher Education. Journal of Research on Technology in Education. 43(3), 187-209. ProQuest Education Journals.

Jonassen, D. H.; Shen, D.; Marra, Rose M.; Cho, Y.; Lo, J. L.; Lohani, V. K. (2009). Engaging and supporting problem solving in Engineering Ethics. Journal of Engineering Education, 98(3), 235-254. ProQuest Education Journals.

Lockee, B. B.; Reiser, R. A. (2006). A Program Information Tool for Instructional Design and Technology Programs. TechTrends, 50(6) 16-19. ProQuest Education Journals.

Nworie, J. (2012). Applying Leadership Theories to Distance Education Leadership. Online Journal Of Distance Learning Administration, 15(4).

Reiser, R. A. (2001). A history of instructional design and technology: Part I: A history of instructional media. Educational Technology, Research and Development. 49(1) 53-64. ProQuest Education Journals.

Reiser, R. A. (2001). A history of instructional design and technology: Part II: A history of instructional design. Educational Technology, Research and Development. 49(2) 57-67. ProQuest Education Journals.

Sugar, W. & Hallon, H. (2009) Technology leaders wanted: acknowledging the leadership role of a technology coordinator. TechTrends. 53(6), 66-75.