Why School Administrators Need Professional Development in Technology

Written by: Dr. George Griffith

At the end of November 2022, K-12 education was changed when OpenAI launched the Artificial Intelligence (AI) tool ChatGPT to a public that was not prepared for it (Mintz, Holmes, & Perez-Orteiz, 2023) The impact of this technology on education continues to grow exponentially and has both positive and negative impact on education. At the recent NASB/NASA State Education conference, there were multiple vendors sharing “AI safe” tools for districts to use. The technological changes have far outpaced the ability of a school district to develop policy related to how students can and/or should use this technology. Many teachers are working to catch up and learn how to check student work done by AI, especially research papers and other assignments.

Building principals need a broad understanding of the increasing access students and teachers have available with the continued advancement in AI and other technology. Educational leaders with an ongoing understanding of these technological advancements made available to teachers can help build a culture where innovation can thrive and improve success in the classroom. Just as teachers often need training on digital tools for the classroom, school administrators also need professional development (PD) focused on technology, especially with the investment schools have in technology. Strong leadership is essential to ensure technology use is meaningful, responsible, and equitable in schools. The comfort level administrators have with technology directly influences the confidence and motivation of the teachers they lead.

Investment in Technology:

Most schools spend a considerable amount of money investing in devices, software platforms, networks, and digital curriculum tools. Administrators need a solid foundation of technology in order to effectively evaluate which systems can be beneficial for student learning and the level of professional development staff will need to implement them. Professional development is important in leadership by providing building and district level administrators with the understanding needed to assess new tools and understanding sustainability of a program in order to make cost-effective decisions which support student outcomes.

Equity for all Learners:

Proper use of technology can help close the achievement gaps between subgroups of students while improper use can increase the educational gaps. Building and district leaders need to be able to recognize digital inequities and identify barriers in order to implement strategies to help make sure that all students from any background are able to benefit from these technological advancements.

Student Safety and Privacy:

Schools manage extensive amounts of sensitive student information and with cyber threats increasing, it’s crucial that administrators understand cybersecurity basics, data privacy laws, and the practices that keep students safe online. Their knowledge directly affects the protection of the school community.

Protecting children in the age of AI requires a mix of digital literacy, supervision, and healthy communication. Children need to be aware that AI is not human and does not have emotions or a personal understanding of a human’s emotional needs. It can make mistakes and does not “know” them even when they reply in a caring manner.

Different ages require different levels of supervision with children under 10 avoiding unsupervised chats and use kid-safe platforms only. Children between the ages of 10 and 13 can have more usage but with restrictions and AI applications with strong safety filters. Teenagers can have more independence but educators should maintain conversations about responsible use, misinformation, and privacy.

Children need to understand the importance of maintaining privacy with an emphasis on not using their real name or nickname, never share their address or where they go to school, keep their phone number private along with their email, never share videos or pictures which could be used for production of deep-fakes or any passwords or family details. Apps that have unclear data practices, lack content moderation and encourage “friendship” personas directed at children need to be avoided. This can be done by reviewing the data the apps collects, periodic review of a student’s app activity and set limits to generative content like videos and chats.

Conclusion:

Gaining a clear understanding of technology isn’t just beneficial for school administrators, it is crucial. An administrator that has the knowledge and skills to navigate today’s digital tools will benefit the entire school community. A strong leader helps build confidence in their staff, provides a safer educational environment and fosters innovation. As educators our goal is to ensure all of our students are ready for the future.

Mintz, J., Holmes, W., Liu, L., & Perez-Ortiz, M. (2023). Artificial Intelligence and K-12 Education: Possibilities, Pedagogies and Risks. Computers in the Schools, 40(4), 325–333. https://doi.org/10.1080/07380569.2023.2279870