80 13.4 Recommendations for the Future

In addition to the teachers, the school leadership has invested much in integrating technology into education, which is insufficient to achieve the desired benefits. School administrators must create systems and make organizational improvements which encourage student learning through developing and monitoring curricular programs by providing instructional support staff who directly offer professional development, which can help develop teachers’ perspectives, beliefs, self-efficacy, and knowledge of educational technology. Another way that school leaders can help integrate technology into education is by creating communities of practice for teachers where they can provide ongoing collaboration and support for one another’s educational technology learning beyond formal professional development. Individualized consideration is when considering an individual teacher’s strengths and needs when building capacity for integrating educational technology in their school’s classrooms. Leaders carefully plan with the local context in mind (Trust, 2016) and allow individuals to follow their curiosity or need (Courduff et al., 2015). School leaders might also tap into the expertise of individual teachers who might aid their peers and contribute to the design of professional development, which might result in the further benefit of more ready teachers stepping forward to lead a ripple effect. Connecting with external partners on how to engage families and community involvement and build productive relationships when leading technology (Dexter & Richardson, 2019).

Another recommendation for integrating technology in education is to bridge the gap between schools and families. Educators offer a range of approaches to sharing digital literacy practices with families. This could be done through traditional face-to-face parent/teacher and student-led conferences or participation or visits in the classroom where family digital literacy practices can be discussed. Parent training with their children can be done during instructional time for parents who are available during school hours or through more technology methods such as podcasts or DVD newsletters for parents who are unable to come to school during the day. It is a good recommendation to provide a variety of ways to reach out to the families because if one way does not work, then the other one will (Jung, 2018, p 38). Another recommendation is to provide an environment for parents to share technology with the school. Zweiback et al. (2012) did not specifically recommend any particular strategy for parents to share their family digital literacy practices, they recommend that schools may want to consider ways to partner with parent education programs in their communities, linking community resources (such as adult education programs or existing parenting programs) and schools has the potential of creating positive learning environments for both children and families (p.17).