When leading the
introduction, adoption and
impact of emerging digital
technologies, what needs
to be considered?
How will you differentiate the
introduction of emerging
digital technologies with
staff? Everyone learns at
various speeds.
The physical infrastructure -
do we have enough space
and resources for the whole
school to be a part of this?
Staff attitude toward
technology and change -
what if there is there
resistance?
How does collective How does collaboration
leadership support or solve
this issue?
A collective leadership
approach allows for people to
lead and follow at their own
speed. If someone
understands how to
implement an emerging
technology they can share
their “expertise” with others.
Those who need more time to
understand and familiarise
themselves are able to learn
from their peers through
various interactions - e.g.
face-to-face PLD session,
one-on-one session, email
with a flipped video attached,
team meetings etc.
As staff are interdependent,
there will be ongoing
conversations around the
needs when implementing
this change.
Collective leadership
encourages everyone to
understand the vision and
feel included and valued in
why the change is necessary.
Initially there will be some
who are slow to adopt the
new technology and change
however as more share and
experience the affordances,
support or solve this
issue?
Leaders share their
“expertise” through
collaborative interactions to
support those who feel less
confident. It will take
collaboration as a collective
to support one another
through the introduction,
implementation and adoption
of emerging digital
technologies.
In terms of infrastructure, if a
school does not have enough
resources, it would take
collaboration between staff to
ensure everyone has
exposure to the new digital
technologies. This
collaboration could be
sharing resources or students
serving as tuakana-teina for a
buddy class.
Collaboration is vital to the
success of the
implementation of emerging
technologies. Working
collaboratively with the staff
and students on how to
implement using the new
tools effectively will
encourage those who are
resistant to give it a try

How will you keep the
motivation and engagement
of the staff?
Digital fluency of staff and
students. Which digital
fluency knowledge and
capabilities are needed for
the implementation of
emerging digital technologies.
the less resistant they’ll be.
Collective leadership allows
for others to rise and be
informal leaders. Other
members on the staff are are
able to share their
“expertise”. Students are also
able to assume the role of a
leader by sharing with their
peers and teacher. Staff are
also able to be motivated
through PLD - ongoing
support provided during the
implementation of emerging
digital technologies. PLD
support can range from how
to teach using the tools and
skills, to what are you doing
that's working well, or even
what is preventing you from
feeling engaged and
motivated by this new digital
technology. Through
collective leadership the
formal leader and principal
should be role modelling their
engagement and motivation.
Through conversations and
staff discussions, the leader
or informal leaders will be
able to identify the knowledge
and capabilities required to
upskill the collective to be
digitally fluent.
themselves. By allowing the
early adopters to share their
excitement and enthusiasm
of what is working it offers
those who are slower to
adopt the new technologies
the opportunity to try new
ideas that have been
successful in other contexts.
By using a collective
leadership approach the staff
will be working
interdependently. As they are
working interdependently
they will also be
collaboratively sharing and
trouble-shooting through
challenges. Being
interdependent ensures
everyone is accountable.
Since the “expertise” is being
shared through collaborative
interactions it encourages the
collective to feel supported
and engaged. Experiencing
success from what has been
learnt helps to maintain
motivation.
Together through
interdependent relationships
and sharing of “expertise” the
collective will be able to be
supported. This could happen
in class with students who
need support. A student
leader could share their
“expertise” as a tuakana teina
with their peers.