Gurr (2004) found that there is little research of educational settings about the new role of leadership created by advancements in ICT. Limited findings do suggest that views of leadership are moving away from being individual-centered to instead illustrate the work practices of modern organizations. Yet, much of this research ignores the impact of ICT mediation. �For these ICT-mediated environments that have been studied, there is often little acknowledgement that these environments may need a different form of leadership� (Gurr, 2004, p. 115). However, there is emerging research in non-educational settings which suggests that the role of leadership in virtual communities is an important consideration.
One view of �e-leadership� by many business consultancy firms is that there simply needs to be more of the same type of leadership that has previously been a success (Gurr, 2004). This view may be detrimental to such organizations because of the evidence, although limited, which suggests that effective leadership in ICT-mediated environments, requires different skills. Another view of business leaders is that many of the same leadership skills are still necessary but further skills must be added to address the complexity of a technologically-mediated environment. Lastly, some research shows that leadership in virtual communities may require a set of skills which are completely distinctive. While these findings were not drawn from educational settings, they may still have direct implications on education. Although, �it will also be important for empirical research on e-leadership to be conducted in educational settings to determine if there are any differences or unique features when compared with non-educational settings� (Gurr, 2004, p. 122).
The final technology facilitation standard addresses leadership and vision. As a facilitator of technology, it is not enough to utilize technology efficiently. Instead, one must also act as a leader for effective implementation by the district as a whole. Gurr (2004) has identified the fact that few studies have been conducted on e-leadership but are still entirely necessary. Even though there are many qualities which any leader should possess, it cannot be ignored that there are additional leadership skills to be developed by a technology facilitator. Motivation of groups is important, yet, technology facilitation leading includes the encouragement of the adoption of new procedures. While this may be a difficult task, it is one which is quite possible.
As one holds various professional positions throughout their life, he or she may come into contact with different leaders. I have reflected upon the skills I have found of effective leaders collectively: able to motivate others, makes appropriate personal connections with staff, addresses conflicts in a calm manner, and truly believes in the vision of the organization. Beyond these skills, there are many others specific to technology facilitators. I hope more research will emerge on these new skills.
Gurr, D. (March 2004). ICT, leadership in education and e-leadership.
Discourse: Studies in the Cultural Politics of Education, 25, 1.
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