You don't need to be a technology expert, or a curriculum expert; but you need a strong vision.

As is true of many aspects of an administrator's job, what's required is a"big picture" understanding of the possibilities, necessities, and challenges of technology use--and the leadership skills to engage others in creating and carrying out a vision.

You do need to know how technology can and can't help kids to learn, and what's required educationally to use technology effectively as a teaching tool.

This involves some exposure to technology-based instruction. Using technology in the ways we're talking about really involves, for most teachers, a transformation in how they teach. Organizing instruction around learning problems, acting as a facilitator rather than as an expert, helping students work cooperatively, making discussion and dialogue the most common activities in the classroom--these are still novel ideas for many teachers. Others are working toward this vision of teaching, but need tools and training to make the changes work.

It is possible to use computers and other technology tools simply as replacements for textbooks and worksheets, or, at the other extreme, as novelties that provide excitement but little useful learning. Unless school and district leaders like yourself know what effective technology-based instruction looks like, it will be difficult to foster its growth among your entire teaching staff.

You'll need a basic familiarity with technology- related terminology, equipment, software, and networking operations.

For most of us, the technical aspects of computers and networks seem endless--and hopelessly complex. As an administrator, you should be able to get by without learning an entirely new language, but there are some basics you need to grasp in order to assure good decisions and monitor implementation. Electronic networking through the Internet and the World Wide Web (WWW) is the big push these days. So, unless you're already familiar with how electronic networking functions, that's where you'll need to aim your learning curve.

Though it's true there's no teacher like experience, it is not essential for you to be an expert in the use of computers or networks in order to be an effective leader.

You'll need to know some basics about the infrastructure requirements and consequences of various technology configurations for your schools.

Depending on the choices your district makes, you may need to consider a variety of issues, ranging from wiring and electrical capacity, to the number of phone lines in each school building, kinds of equipment, and even climate control.

You'll need to know how interested teachers, students, and the community are in bringing technology into the schools.

If interest is low, you'll need to take steps to build it. Technology that's imposed on unwilling participants will wind up on its own "shelf," along with other poorly thought-of instructional innovations.

You'll need to know how to develop a useful technology plan, and who to involve in the planning process.

It is essential to consider the district's technology plan as a blueprint rather than a hoop to be jumped through in order to meet state mandates or grant application requirements. Because of the complexities of technology implementation, effective planning becomes a make-or-break activity.

You'll need to know how much things cost, how to secure resources, and how to access the help you'll need.

Most importantly, you'll need to know where you can cut corners and where you can't. You can find out in this guide where to find funding for your technology plan, how to prepare teachers and staff, and how to maintain and manage your technology resources. And most importantly, how to avoid common pitfalls.

The remainder of this guide is intended to introduce you to the basics in each of these areas, and to point you to additional resources. Throughout this guide you'll find lists of resources that will help guide you through the process of putting technology into the classroom.

Casson, L., Bauman, L, Fisher, EK, Linkblad, M., Sumpter, J.R., Tornatzky, L.G., y Vicery, B.S. (1997). Making technology happen. Research Triangle Park, NC: Southern Technology Council.