utional goals of an organization (CoSN 2016).
Thanks in part to the efforts of CoSN, many organizations now recognize the value of having both their IT and ET programs in sync. However, there are still organizations that struggle with poor alignment, miscommunications, and at times, opposing priorities. Those that are striving to bridge the ET/IT gap should consider the following:
Obtain the right leadership
The most crucial component to bridging the gap between educators and IT professionals is having leadership in place that has oversight and responsibility for both areas. Someone in this role would not only understand the value of bridging the ET/IT gap, but they would also help the departments proactively work together, which is essential to breaking down silos and achieving bigger goals.
Leaders must create the opportunity for transformational growth. They need to have high, yet reasonable and measured expectations that look at long-term success. They should always keep the goal of bridging the gap in mind and continuously work on making progress, never limiting the potential for their teams to grow. And leaders must embrace diversity and all of the benefits it brings. When all of this is in place, an organization can move toward effectively bridging the gap.
Recognize cultural differences
When considering ways to create more alignment with ET and IT teams, an organization must recognize that one group is very instructional minded, while the other focuses on the specifics of IT. These different mindsets can create a potential clash of priorities between the groups.
There are many ways to improve teachers’ technical skills and acceptance of technology. Increasing teachers’ abilities may improve their willingness to participate, reduce their reliance on IT and promote appreciation for the level of IT service they receive.
Equally important, and perhaps given less attention, is the consideration of IT’s quality of support in the areas of responsiveness, assurance, and empathy. Trevino (2014) suggested that IT staff, 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 