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MTL5550:

Technology, Leadership, and Change

This course explores the role of leadership in fostering innovation and driving change in educational technology. We will delve into theories of leadership and change and explore strategies for implementing and scaling innovative practices. Students will develop skills in critical analysis, strategic planning, and leading change initiatives within the educational environment.

As a member of the A&T ITS team, we deal with a lot of technology issues. Part of my job as Media Services Manager is to address those issues with swiftness. We are a highly reactive technology team due to several factors. This has led to several other problems. These include stresses on staffing and long-term issues with temporary fixes or no resolutions. This 2-pronged approach addresses gaps in ITS's reactive support model, which lacks cohesive strategies for training, communication, and cross-departmental collaboration. Frequent leadership-driven changes are often made with little notice or stakeholder input, risking misalignment with campus needs and goals.

 

Using the sample Strategic Change Canvas as an example, I created a canvas that addresses the issues in this project, and I designed it to flow smoothly. Developing the plan and identifying paths to address the problem proved to be challenging. Breaking down so much information into a visual form was the easiest part of the project for me. As a visual person, I enjoy being able to see ideas out on a board. It helps me organize thoughts and it also can assist with figuring out how things connect. As a project manager, visually presenting information is key in keeping things organized. Miro made this very easy. Being able to layout each section and connecting them was a great way to show the information.

 

I think this visual approach is a much better platform for project planning and reporting simply because of its simplicity. By connecting related sections, I’ve attempted to illustrate how they are interconnected. An example of this is how Section 1 feeds directly into Section 5, which in turn connects to Section 7. Another example is how the Key Assets in Section 1 are connected to one of my asset maps which also links to Section 8. I tried to design the flow of information so that whoever reads it knows what connects to what. While there’s a lot of information here, I feel that I’ve done a good job breaking it down cleanly and concisely.

 

One way I could improve the delivery is by figuring out a way to create metrics for reporting. Not everyone wants to dig around a canvas for information. Leaders here want metrics because they have to report information to people who don’t have time to review full documents. One easy metric would be the reporting from any meetings. Who attended, the number of questions asked, what was asked, any reported issues, and the colleges represented are a few of the questions that can feed into metrics. Reporting questions and other issues may not translate into metrics but these would be collated into specific reports for different parties.

Image citation: “Appalachian State University.” CollegeVine, 2025, www.collegevine.com/schools/appalachian-state-university. Accessed 6 Mar. 2025.

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