By Scott McLeod
Good school leaders are investing money in providing teachers with better support to integrate technology, rather than simply buying more "computer stuff" and hoping for magic despite inadequate training. They are experimenting with some online learning in-house, perhaps by having each teacher design and deliver a unit wholly online, rather than face to face.
To prepare for the inevitable transition away from traditional textbooks, their schools might be piloting a unit or two for which teachers use no textbooks (paper or digital) whatsoever. Instead, they use wikis or social bookmarking tools with students, and teaching peers co-curate sets of online learning resources that accomplish the same or better learning goals.
In schools that are thinking ahead, whole staffs are investigating what it means to effectively communicate these days. They are learning for themselves and from their students about how to present information online—hyperlinked and networked writing, online video, infographics, transmedia, and so forth—rather than simply writing with ink on paper.
Good leaders recognize that their teachers need to be learners again to be effective educators. Those leaders also realize that essential policies about student and teacher technology use, particularly those related to filtering, blocking, and banning, should be revised toward enablement rather than restriction.