Leadership in a Digital World:

In a world where technology is changing at lightning speed and resources for Seventh-day Adventist education are stretched thin, it is ever more critical that school leaders make good decisions related to technological resources.¹ Our schools serve an increasingly diverse body of students and families. Wisdom and discernment are needed to make decisions when facing wars and rumors of wars, conflicts, violence, secularization, public-health crises, natural disasters, and various other crises. The variety of propaganda, misleading information, and deep or cheap fakes² that are ubiquitous on the Internet and social media requires careful consideration of how we should approach the use of technology in our schools.

In this article, we will consider the management of technological change in schools, followed by a discussion of several specific areas that principals and university administrators should consider in planning, choosing, and implementing technology change projects in schools and universities.

Principles of Change

Technology implementation at schools, colleges, and universities is always a change project. Leaders who are savvy about technology are often change agents and versed in change theory. Most technology projects require a change in pedagogy, change in business processes, or change in operations. Most often, technology is purchased to support instructional or operational change. Change frameworks can assist in guiding this process. One of the educational change theorists who has published significantly over the past two decades is Michael Fullan.³ Fullan’s six secrets of change provide a helpful framework for technology planning and implementation in Adventist schools.

The first secret, Love Your Employees, is founded on principles of choice and creativity instead of control and direction [which we also see described in The Great Controversy]. School leaders should foster a school culture founded on respect for all learners, including faculty and staff. A community of learners who feel loved and cared for will tackle challenges and change projects with creativity and responsibility. 

The second secret, Connect Peers With Purpose, complements the first. Create a space where faculty, staff, and students learn with and from one another throughout the change process and beyond.

The third secret, Capacity Building Prevails, means leaders should create and provide an environment where it is safe to learn, both for students and employees. It means creating a culture of continuous improvement built on data and assessment. Tracking progress and providing professional development for all relevant parties through a change project is vital. Creating a space for non-judgmental learning is essential so that when something is deemed ineffective, everyone can react with initiative and cooperation instead of defensiveness. In this environment, Learning Is the Work (secret four). Instead of trying to place fault when problems arise, leaders examine the system to see where it failed. This requires regular professional- development opportunities so everyone in the organization is constantly learning and sharing their learning with others.

The fifth secret, Transparency Rules, highlights the importance of providing access to data and information about the organization's success so that everyone can work toward collective goals such as implementing the new change or continuous improvement. Eliminating judgmentalism while increasing transparency and providing good support and training is essential.

Finally, the sixth secret, Systems Learn, means that learning and change are continuous and need to occur throughout the organization. Multiple leaders and champions of change are needed to start and keep the learning happening throughout the system.

These principles lay the foundation for our exploration into several essential aspects of technology use and implementation in Adventist schools and institutions.

Technology Planning

Each school and institution should have a carefully planned, comprehensive technology plan. The International Society for Technology in Education (ISTE) provides a wealth of information and resources for K-12 schools planning for technology usage.⁴ At the higher education level, EDUCAUSE is an excellent resource for technology strategy and planning.⁵

People, processes, implementation, and skills are essential to effective digital transformation. Too often, leadership becomes convinced that purchasing a certain technology tool, platform, or gadget will produce a miracle solution. A vendor makes wonderful promises, the product seems to align with the school’s needs, and contracts are signed. However, all too often, this type of decision-making results in major gaps in implementation. Tech tools and solutions don’t run themselves. Someone has to be in charge of them, keep them running (e.g., tech support and upgrades), and make decisions about the settings and priorities (e.g., user access and permissions). Funding for professional development must be provided so everyone using the tool learns about it. The training cannot be just about which buttons to click. If the tool improves a process (or is supposed to), the training must be integrated with business process training. Business process training in the educational environment is defined as everything the user should learn about how and why to use the tool (i.e., managing or automating processes, optimizing workflows, etc.). If the tool supports the teaching and learning process, the educational principles (assessment, pedagogy, etc.) undergirding the use of the tool should be included in the professional development.

Here is an example: A conference superintendent finds a tool that he or she would like to incorporate throughout the conference. No one anticipates the tool’s limitations: It works very well for a large K-12 school but not in a one-room multigrade classroom or in an academy setting. In another case, a school principal purchases an expensive piece of educational technology for use in the science lab. However, no science teachers are consulted, and the principal does not really know what he is buying. It turns out to be a waste of money and resources because the technology does not integrate into the curriculum as the principal anticipated it would.

Leaders in a constantly changing landscape must learn and pivot when opportunity (or, more likely, necessity) arises. The onslaught of the COVID-19 pandemic created the immediate need for schools to figure out how to use technology to teach online. One such school in Texas, Burton Adventist Academy, as soon as things began shutting down, put together a plan of action to teach classes online. They already had a 1 to 1 iPad program running from grades 3 to 12. They were able to use their pre-existing system composed of Google Classroom, Notability, Edulastic, Adobe, etc., to transition to virtual learning. Additionally, teachers were brought in and trained on how to use Zoom to transform their face-to-face instruction into a proper online experience for their students. This forethought and dedication to excellence were crucial during such an uncertain and difficult time for so many.

It is important for Adventist educators to seek wisdom in all things, including educational technology. James 1:5 tells us, “If any of you lacks wisdom, you should ask God, who gives generously to all without finding fault, and it will be given to you” (NIV).⁶ 

 We now turn to five principles to guide the school leader’s planning and use of technology: Christian thinking, self-control, integrity, stewardship, and discernment.

Technology and Christian Thinking

The Bible provides multiple reminders to guard the doorways of our minds. In Romans 12:2, Paul says, “And do not be conformed to this world, but be transformed by the renewing of your mind, that you may prove what is that good and acceptable and perfect will of God” (NKJV). And in Philippians 4:8, we are reminded, “Whatever things are true, whatever things are noble, whatever things are just, whatever things are pure, whatever things are lovely, whatever things are of good report, if there is any virtue and if there is anything praiseworthy—meditate on these things” (NKJV). These verses remind us to ensure that our Christian thinking must intersect with our use of technology in schools, in order to contribute to our developing and growing a healthy and Christ-centered mind (Philippians 2:5).

Learning

The primary purpose of technology in schools and institutions is to support both the learning process and operational processes related to learning. As we make decisions about technology for our schools, we need to ensure that we are supporting and not detracting from faith and learning. Technology tools can support a more-inclusive learning environment, providing support for students with various learning needs with tools that include adaptive learning, audiobooks, as well as accessibility tools such as speech-to-text tools. In addition to learning the mechanics of technology tools, students need digital literacy, information literacy, and AI literacy. Technology can be used to connect students to the global Adventist community, help them connect with others for service and outreach projects and virtual prayer groups, and increase their involvement in the wider faith community.

Professional Development

While most people managed a good amount of self-learning during the pandemic, it is unwise for school leaders to buy technology tools and leave staff and faculty to learn on their own. For effective adoption, leaders should ensure that faculty and staff have access to professional development. For optimal use, the technology training should be integrated with the business process training. For teachers, the technology training needs to be integrated with relevant pedagogical principles.

Professional development can take many forms, including regular workshops, peer mentoring, peer learning groups, communities of practice, cross-school partnerships, and collaboration. Within a team or organization, it’s impossible for everyone to understand and effectively use all the tools. Schools need to provide space and support for champions to emerge, and then encourage them to share their learning with their colleagues. Funding must be allocated for users to learn how to integrate the tools into the curriculum as well as for purchasing and installing the equipment and software.

Support Systems

Leaders must consider the need for support before purchasing technology or signing contracts with educational tech companies. Is there a foundation of pedagogical understanding for using the tool effectively for instruction or assessment? Is there a foundation of smooth business processes to layer on a technology tool that supports operations? Administrators need to inventory and identify the capacity within the organization to implement, support, and maintain the tool. They also must ensure that the relevant front-line parties, such as teachers and educational administrators who will use the tools, have bought into the value and need for the purchase before signing contracts.

K-12 schools may be able to locate local people with technical expertise who can provide support, perhaps based on tips by the school board or from parents or church members. Non-teaching staff and teachers will need both technical support and instructional-technology support. Principals and superintendents should have a basic understanding of the difference. A technology committee composed of local experts can provide guidance and support for school technology initiatives. School leaders should consider the sustainability of using volunteers to fix equipment, operate the network, and keep the technology operational; make sure to have a backup plan since the availability of volunteers can change over time: and be sure to tap into available resources at the conference and union level to provide support.

In higher education, support is necessary in several areas. Staff and faculty need access to live help-desk personnel as well as on-demand learning resources. Faculty using educational technology tools and teaching online need both technical support and instructional design support. Faculty and staff should be asked to provide input on policies and procedures for the use of technology, whether for operations or instruction.

Technology and Self-Control

Scripture reminds us of the importance of self-control as one of the fruits of the Spirit (Galatians 5:22, 23). Moderation and self-discipline are useful principles as school leaders consider the use of technology in Adventist schools. Leaders must consider methods and ways to ensure that students learn self-control and understand the impact of screens on their lives.⁷ Digital ethics in the context of the Bible is an essential part of our curriculum.

Ethics and Digital Citizenship

Being good candidates for heavenly citizenship will be evident in our interactions on earth and online. The ISTE standard for digital citizenship is applicable to K-20 and beyond:

“Students recognize the rights, responsibilities, and opportunities of living, learning and working in an interconnected digital world, and they act and model digital citizenship in ways that are safe, legal and ethical.”⁸

Students need to learn how to understand and manage their digital footprint and to interact with others online ethically, safely, and in ways that effectively represent their faith. They need to understand issues relating to privacy and their security as they interact online.⁹ Ellen White reminds us,

“The only safety for the youth in this age of pollution is to make God their trust. Without divine help they will be unable to control human passions and appetites. In Christ is the very help needed, but how few will come to Him for that help. Said Jesus when upon the earth, ‘Ye will not come to me, that ye might have life.’ In Christ all can conquer.”¹⁰

Whatever your school decides regarding students’ access to technology, they need to learn the principles of digital ethics rooted in Scripture (Proverbs 1:5, Matthew 5:13-16). In learning about ethics and digital citizenship, students should also learn to be digital evangelists,¹¹ to represent their heavenly citizenship in all their interactions online and in person. This will be evident in their love and respect for others, avoiding cyberbullying, hate speech, gambling, pornography, etc., and helping and encouraging others (Matthew 22:39). School leaders must that ensure policies, procedures, and support systems are in place to address issues of cyberbullying and security.

Technology and Integrity

Students and staff should be guided by principles of integrity and honesty (Ephesians 4:25). School leaders should adopt an academic-integrity policy that guides learning activities. An honor code (see Sidebar) is an effective method if it is implemented throughout the school. Students need instruction on the proper use of others’ intellectual property and how to cite others’ work appropriately (print, media, etc.).

Generative AI

One of the most fast-moving technologies currently is Generative Artificial Intelligence (e.g., ChatGPT, Claude 3, Google Gemini, Microsoft Copilot, etc.). School leaders should be aware of these new tools and how they impact education.¹² Administrators and school boards should be creating responses and guidelines, not just for student use but also encompassing the whole educational enterprise. Simply attempting to detect and/or blocking AI usage is an insufficient response. Current detection tools are unreliable and unfairly target non-native speakers.¹³

Generative AI is not just restricted to ChatGPT and Claude but is quickly becoming embedded in many educational tools such as Word, Google, Padlet’s “I Don’t Know How to Draw” image generator, Grammarly, and much more.¹⁴ Schools and institutions should be creating guidelines for use; because the technology changes so fast, broad principles are needed.¹⁵ EDUCAUSE has recently published the Higher Education Generative AI Readiness Assessment,¹⁶ and ISTE has published a Leaders’ Guide to Artificial Intelligence.¹⁷ These tools can help schools create an appropriate framework for the use of generative AI within Adventist schools.

Cybersecurity

Another area of integrity concern to educational leaders is cybersecurity. Ransomware attacks are on the rise. Regulations for privacy and security are tightening around the world.¹⁸ We need not panic, for “God has not given us a spirit of fear” (2 Timothy 1:7, NKJV); He has given us a sound mind and wisdom to address the challenges (James 1:5). Student, staff, and institutional data must be protected. For small schools, addressing cybersecurity needs can be daunting. Collaboration between institutions, controlled sharing of information, and gaining support from IT departments at the conference, union, and division levels can help as we collectively address these challenges. Both ISTE¹⁹ and EDUCAUSE²⁰ provide cybersecurity resources for schools and institutions.

Technology and Stewardship

As Adventist school leaders, we are stewards of church resources that support our schools, tuition sacrificially paid by parents and families, and our own time and resources. Paul reminds us in Colossians 3:23 and 24 that our work must glorify God: “Whatever you do, work at it with all your heart, as working for the Lord, not for human masters, since you know that you will receive an inheritance from the Lord as a reward. It is the Lord Christ you are serving” (NIV). Leaders should keep the principle of stewardship in mind when making decisions regarding technology purchases and usage.

Funding

Resources tend to be scarce across Adventist education at all levels, and funding for technology can be difficult to obtain. First, consider whether the new tool or gadget is really necessary. Is it just hype, or is it foundational to operations? Is it reliable? Will it do what is advertised? What will it cost to license multiple users? Is it the most effective way to support learning? Sometimes, using the cheapest tool or option can cost more in the long run. Other times, budget-friendly solutions are the best option. Consult with local experts, teachers, and technologists to ensure good decision-making.

Evaluation

As you and your team implement and maintain technology in your school or institution, remember to set up structures and habits of evaluation. Evaluate the tools before purchase. There are tools available online that can assist you by offering comparisons of similar products, white papers, and other resources. Collect broad feedback from potential users and stakeholders before deciding which products to purchase. Evaluate the institution’s capacity to use and support the tool. Evaluate how it will integrate into daily operations and teaching.

Evaluate the success of each new implementation. What is the adoption rate (i.e., how many people are using it)? What is the satisfaction level of students, parents, and faculty? Is the use of the tool delivering the expected outcomes? Is the school paying for unused add-on features?

On a regular basis, and definitely before renewing technology contracts, conduct a thorough evaluation. Collect stakeholder feedback and evaluate utilization and satisfaction. Review the market for similar services to ensure the current tool is the best choice, but consider the cost of adopting a different tool as well. How invested are the stakeholders, staff, and students? How disruptive would a change be to school operations? How are the tools contributing to learning outcomes and student engagement? Is the tool supporting or detracting from quality faith-based education? A regular, systematic review of technology tools will ensure mission-aligned and effective use of resources.

Technology and Discernment

Above all, as part of your use and planning for technology for your school, pray for wisdom and discernment (Proverbs 2:6 and James 1:5). Technology can so easily become a distraction, temptation, or hindrance to our walk with God. Concern has been raised about children’s time in nature,²¹ about students using classroom technology to watch YouTube or TikTok,²² and their screen time.²³ Leaders must remember the importance of experiential learning, service learning, and faith-inspiring interactions with colleagues and stakeholders (Hebrews 10:25). They must prayerfully consider expenditures and implementation of technology in Adventist schools and institutions to ensure that the tools will be a blessing to students, faculty, and staff for the glory of God.

Final Thoughts

Education leaders must be intentional when planning and implementing technology projects in schools and universities. The rapid advances in technology require a culture that nurtures adaptability, professional development, and financial and pedagogical support. A helpful framework to consider is Michael Fullan’s six secrets of change, which address the shifts in thinking and planning that accompany the adoption of any new endeavor. Christian thinking, self-control, integrity, stewardship, and discernment are principles that can guide school leaders as they seek to support learning and business processes with wisdom and create environments that are conducive to growth and the integration of faith and learning.

This article has been peer reviewed.

AI Disclosure: In preparing this article, Claude.AI and ChatGPT4 were used for brainstorming and citation formatting.

Janine Monica Lim

Janine Monica Lim, PhD, is the Program Director and Online Higher Education Professor of Educational and Learning Technologies in the School of Education at Andrews University in Berrien Springs, Michigan, U.S.A. In her current role, Dr. Lim is responsible for more than 200 online courses, faculty training, and systems that support online learning. She oversees the faculty and courses of the Consortium of Adventist Colleges and Universities and, since 2015, has served on the board of the United States Distance Learning Association. Prior to her tenure at Andrews University, Dr. Lim coordinated distance education for 22 K-12 school districts in southwest Michigan, initiated international videoconferencing projects such as Read Around the Planet and MysteryQuest, co-founded TWICE (Michigan’s K-12 Videoconferencing Organization), taught graduate courses in educational technology, and published and presented in her field. She also authored a column on technology for the Journal.

Stephanie Wilczynski

Stephanie Wilczynski, M.A., is an Instructional Designer supporting online degrees for the Andrews University Global Campus. She has a rich teaching background and currently works as an adjunct professor. Mrs. Wilczynski has taught English at the middle and high school levels, as well as religion and theater. She holds a Bachelor of Arts in English Language and Literature from Southwestern Adventist University (Keene, Texas, U.S.A.) and a Master of Arts in English from Andrews University (Berrien Springs, Michigan, U.S.A.).