Leading with Purpose: Technology in the Classroom


Leading with Purpose: Using Technology in the Classroom

Lately, I’ve been thinking a lot about how we use technology in schools. As part of my administrative program, I’ve had a chance to observe classrooms where tech was used really well—and a few where it honestly didn’t add much. What I’m realizing is that it’s not the device that makes the difference; it’s how teachers and leaders use it to support learning.

During my hours on campus, I’ve seen how quickly a new app or tool can take over the lesson, but sometimes the learning gets lost in the process. That’s what pushed me to start reading more about what makes technology meaningful in the classroom.

Tech as a Tool, Not the Goal

The idea that really stuck with me came from the TPACK Framework (Technological Pedagogical Content Knowledge). It reminds us that the best teaching happens when technology, pedagogy, and content all work together (Mishra & Koehler, 2006). Technology should never lead the lesson—it should support the learning.

I also revisited John Hattie’s research on Visible Learning, which shows that the biggest impacts on student achievement come from things like clear learning goals, feedback, and formative assessment—not necessarily tech itself (Hattie, 2009). So maybe our job as leaders isn’t to chase every new gadget but to help teachers use the right tools for the right reasons.

Question 1: How Can We Make Sure Technology Actually Improves Learning?

I think it starts with clarity. As leaders, we need to help teachers plan lessons where the learning goals come first and the tech follows. When I look at a lesson that really works, it’s usually because the teacher can explain why they’re using that app or platform—and how it helps students meet a specific objective.

The TPACK model gives a good way to think about that balance, but it also means we have to give teachers time to plan and reflect. Professional development can’t just be about learning new tools. It has to include conversations about instruction and student outcomes (Mishra & Koehler, 2006).

Question 2: What Gets in the Way of Good Tech Integration?

According to Peggy Ertmer (1999), there are two kinds of barriers—“first-order,” which are external things like access, time, or training, and “second-order,” which are more about beliefs and comfort with change (Ertmer, 1999).

From what I’ve seen, both matter. Teachers can’t use tech well if the Wi-Fi drops or the devices don’t work, but even when everything runs smoothly, fear and uncertainty can stop people from trying new approaches. A newer study by Tawfik et al. (2021) confirms that these barriers are still around today (Tawfik et al., 2021).

As a future administrator, I think one of my main roles will be to create the kind of environment where it’s okay to experiment—and even fail a little—while figuring out how to use technology to improve instruction.

My Reflections and Next Steps

Here are a few small but realistic steps I plan to take as I grow in this role:

  1. Create a teacher-led “Tech in Learning” group to make sure every new tool aligns with our curriculum goals.

  2. Use short PD cycles where teachers plan, teach, and then reflect together on what worked and what didn’t.

  3. Fix barriers early—if the tech doesn’t work, the lesson won’t either.

One quote that keeps me grounded is this:

“Technology is only as powerful as the instructional thinking that surrounds it.”

That idea reminds me that the best innovation in schools still comes from good teaching. Technology just helps bring it to life.

CAPE Standards Connection

This reflection connects to several California Administrator Performance Expectations (CAPE) standards:

  • Standard 1: Developing a Shared Vision – Guiding staff in creating a collective plan for meaningful tech use.

  • Standard 2: Instructional Leadership – Supporting teachers in improving instruction through intentional integration.

  • Standard 3: Management and Learning Environment – Ensuring resources and infrastructure truly support learning.

References

  • 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. Link

  • Hattie, J. (2009). Visible Learning: A Synthesis of Over 800 Meta-Analyses Relating to Achievement. Routledge. Link

  • Mishra, P., & Koehler, M. J. (2006). Technological Pedagogical Content Knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017–1054. Link

  • Tawfik, A. A., et al. (2021). First- and second-order barriers to integrating educational technology: A systematic review. Computers in Human Behavior, 119, 106706. Link


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