taff, particularly those who come from organized computer science programs, may lack adequate empathy for their coworker, which can lead to a condescending and arrogant demeanor. Organizations may not select IT staff who possess appropriate interpersonal skills, have a level of empathy for all stakeholders or accept inclusiveness (Trevino, 2014).
Schools must take a purposeful approach to breaking down barriers and creating a cross-functional environment where both groups can empathize with each other. How? Have the groups share office space. This will force interactions and start the development of important relationships. Also, when educational institutions are thoughtful about the evaluation and development of skills that promote respectful engagement (RE) between technology stakeholders, the potential to increase the productive working relationship between both parties increases (Carmeli, Dutton, & Hardin, 2015).
Identify and address student equity
The educational ecosystem is much larger than the school itself. All of the players in a child’s education (parents, teachers, community, IT staff, school admins) must be aware of the status of digital equity among all students in all of the environments where students learn. If they aren’t, equity will not be achieved, nor will the appropriate actions be put in place to build a more equitable environment.
It’s important to think about the overall educational experience. This includes when children learn in school, at home and out in the community. Schools should consider every environment, and involve the appropriate groups in vital conversations, including the community through forums, which is a key way to secure support for school programming.
Investigating CoSN’s certified educational technology leader (CETL) program and knowledge base for school superintendents is a great way to gain valuable knowledge around what to expect from ET and IT leaders. The CETL evaluates these leaders in the knowledge of informational systems, instruction, regulatory requirements and technology management. Identifying leaders who possess these areas of knowledge will in turn help schools identify and address issues around student equity.
Tie it all together
Bridging the gap between ET and IT isn’t easy. It takes identifying and aligning some key pieces within what traditionally have been very disparate departments. This requires strong, forward-thinking leadership that not only recognizes the cultural differences between the two departments but also understands the importance of finding common ground between them. Only when this is achieved will schools be able to create an environment where both instructional and IT-minded staff can achieve their best work, which ultimately creates the optimal learning experience for students.
Carmeli, A., Dutton, J.E., & Hardin, A.E. (2015) Respect as an engine for new ideas: linking respectful engagement, relational information processing and creativity among employees and teams. Human Relations, 68(6), 1021-1047. Available online at: https://webuser.bus.umich.edu/janedut/High%20Quality%20Connections/Respect%20as%20an%20Engine.pdf
Consortium of School Networks. (2016) 2016 CoSN K-12 IT Leadership Survey Report.
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. (2001): 53. Available from ProQuest Dissertations & Theses Full Text.
Trevino, J. O. (2014). Emotional and social intelligence: A study of interpersonal, intrapersonal, social awareness, and social facility skills of information technology professionals in higher education (Order No. 3667932). Available from ProQuest Dissertations & Theses Full Text.
Wagner, N., Hassanein, K., & Head, M. (2008). Who is responsible for E-learning success in higher education? A stakeholders’ analysis. Journal of Educational Technology & Society, 11(3) Available from ProQuest Dissertations & Theses Full Text.