Tommye Thomas, Brenau University, Mary Herring, University of Northern Iowa, Pamela Redmond, Touro University California and Sharon Smaldino, Northern Illinois University

Abstract: When preparing TPACK ready teacher candidates, faculty must incorporate and model TPACK within the teacher education curriculum, which often requires an ongoing change process. But for change to take place we must consider the role leadership plays in the innovation of change. Leaders, deans and department heads must be an integral part of this process. The challenge for innovation, change and education technology leaders is to transform teacher preparation programs into fully realized TPACK environments and determine the necessary learning opportunities and support necessary to motivate college leaders and faculty to fully embrace the change process. This article outlines a collaborative ongoing process and blueprint that leaders should consider as they make plans for the effective integration of TPACK into their colleges.

“Tomorrow’s teachers must be prepared to rethink, unlearn and relearn, change, revise, and adapt” (Niess, 2008, p.225). Leaders, deans and department heads must be an integral part of this process if it is to be successful.

While technology can support changes in how teacher educators teach and future teachers learn to teach (Dilworth et al., 2012), teaching with technology is a “wicked problem” in that it has “incomplete, contradictory and changing requirements” (Koehler & Mishra, 2008, p.10). New and innovative ways of confronting this complexity must address core knowledge base components that include content, pedagogy, and technology. These components have been used as the foundation for a technology, pedagogy, and content knowledge (TPACK) framework known as technological pedagogical content knowledge, or TPCK (AACTE, 2008; Koehler & Mishra, 2008; Mishra & Koehler, 2006; Pierson, 1999). But what is the role of leaders where TPACK based processes are being implemented in university teacher preparation programs?

Educational technology leaders often approach models for teacher preparation in collectives that examine them iteratively. The 2012 National Technology Leadership Summit brought together the American Association of Colleges for Teacher Education (AACTE) and its Innovation and Technology Committee. Representatives from college administrations met and examined leadership issues facing deans, directors and chairs as they work to support college-wide change facilitating faculty and teacher candidates in the task of becoming TPACK proficient. This work built upon a CITE (Contemporary Issues in Technology and Teacher Education) journal editorial focused on initial conversations around leadership needs for effective TPACK implementation (Dexter, Herring, & Thomas, 2012). A presentation at AACTE 2013 extended this work with teacher preparation and education technology leaders sharing “what worked” in their colleges around these processes. A panel presentation at the 2013 Society for Information Technology and Teacher Education (SITE) Conference also shared insights into a blueprint for key areas that leaders should consider as they make plans for the effective integration of TPACK into their colleges as well as several implementation case studies. This article compiles this iterative work from a leadership perspective.

While the challenge is to transform teacher preparation programs into fully realized TPACK environments, leadership becomes the key in developing new ways of confronting this complex issue that must address core knowledge base components inclusive of content, pedagogy and technology. To accomplish this task, faculty are faced with incorporating modeling these ideas within a teacher education curriculum in concert with ongoing change processes. A solid understanding of the interactions of these components can result in effective teaching with technology in varied and diverse settings; but the critical role of leadership in making such changes must first be considered.

The critical features of a blueprint for leaders is based upon the work of Leithwood and colleagues’ framework comprised of three key leadership functions associated with improved student outcomes (Day, Sammons, Leithwood, Kington, 2008; Leithwood, Harris & Hopkins, 2008; Leithwood & Jantzi, 2008; Leithwood & Riehl, 2003). The three major component of the Leithwood transformational leadership model are: (1) Building vision and setting direction (2) Developing people through understanding people and (3) Developing the organization through redesigning it.

Leithwood, Begley and Cousins (1994) define transformational leadership as follows:

The term ‘transform’ implies major changes in the form, nature, function and/or potential of some phenomenon; applied to leadership, it specifies general ends to be pursued although it is largely mute with respect to means. From this beginning, we consider the central purpose of transformational leadership to be the enhancement of the individual and collective problem-solving capacities of organizational members; such capacities are exercised in the identification of goals to be achieved and practices to be used in their achievement (p. 7).

Transformational leaders can create significant change in both followers and the organization with which they are associated (Griffin, 2003). Transformational leaders also find common ground that allows them to enlist followers in processes of change. Fullan (2010) finds that for true reform to take place, resolute leadership that remains focused is critical when new ideas encounter serious difficulty, thereby sustaining and building on success.

To achieve this task and create significant change, transformational education leaders realize that true technology integration means understanding and negotiating the relationships between the three components of knowledge and going beyond a “business” organizational model to create change in teacher preparation programs. Too often organizations start down the road to change without being clear on key factors that influence the outcomes of the initiative. Deans and educational leaders must develop a model for change based upon both the organizational culture and the environments they need a set of resources to help and guide them to integrate a framework like TPACK. Through ongoing collaboration and discussion the focus has been around the development of a leadership module which would help leaders establish a vision and set a direction for addressing TPACK. The purpose of a leadership module would be to provide Deans and other educational leaders with the tools they need for full-scale implementation and motivate them to redesign their programs while continuing to improve and sustain a developing / changing curriculum.

总 结：

1、当TPACK准备好教师候选人,教师通常需要一个不断变化的过程。但对于改变发生我们必须考虑变革的领导在创新中所起的作用。领导、院长和系主任必须这个过程不可分割的一部分。创新面临的挑战、变化和教育技术领导人是老师准备转换成完全实现TPACK环境和确定必要的学习机会和必要的支持激励大学领导和教师充分拥抱变化的过程。本文概述了一个协同持续的过程和蓝图,领导人应该考虑制定计划的有效集成使TPACK进入他们的学校。

2、教育技术领导人经常在集体方法模型老师准备,反复地检查它们。2012年国家科技领导峰会汇集了美国大学教师教育协会(AACTE)及其创新和技术委员会。代表学院院长面临政府遇到了和检查的领导问题,董事和椅子全校工作支持改变促进教师和教师候选人成为TPACK熟练的任务。这项工作建立在一个引用(当代技术的问题和教师教育)杂志编辑关注初始对话领导需要有效TPACK实现(Dexter、鲱鱼、&托马斯,2012)。小组2013年信息技术和教师教育协会(网站)会议还分享见解关键领域的蓝图,领导人应该考虑制定计划的有效集成，从TPACK到大学以及几个实现的案例研究。这篇文章从领导的角度来看，编译这一迭代工作。

3、转换教育领导人意识到真正的技术集成意味着理解和谈判组件之间的关系的知识和超越“业务”的组织模型创建教师准备程序的变化。经常组织改变之路不清楚关键因素影响行动的结果。院长和改变教育领导人必须开发一个基于组织文化和环境的模型,他们需要一组像TPACK集成框架的资源来帮助和引导他们。通过持续的合作和讨论，焦点已经在领导模块的发展上,这将有助于领导人建立远景和解决TPACK设定一个方向。领导模块的目的是为院长和其他教育领导人提供他们需要的工具的全面实现和激励他们重新设计他们的程序,同时继续改善和维持发展、改变课程。

来源：TechTrends. September/October 2013, Volume 57, Number 5, p55-63. 9p.