Building Confidence Through Technology Integration

Building Confidence Through Technology Integration

When I first entered the world of instructional technology, confidence didn’t come automatically. Technology moves quickly, tools change, and each campus brings its own challenges and questions. Early in my role, I sometimes wondered if I had “enough” expertise to support every teacher, every question, and every scenario that came with training adults in digital tools.

Throughout the Applied Digital Learning program, however, I’ve learned that confidence is less about knowing everything and more about being willing to learn continuously. Fullan (2020) emphasizes that effective leaders embrace change, and this principle has reshaped how I see confidence in my role.

Confidence grows from the willingness to try, to explore, to ask questions, and to walk through challenges with others, not above them. When teachers see that I am learning alongside them, their comfort increases. They try new digital strategies sooner, ask more questions, and demonstrate greater curiosity.

Confidence also builds through consistency. Every day across WSD, I gain new experiences: guiding a teacher through interactive bell ringers, demonstrating a new feature on an interactive board, troubleshooting a device, or helping someone access a training platform. Each moment contributes to a growing foundation of comfort and familiarity.

Goleman (2013) notes that narrowed, intentional focus strengthens our ability to lead effectively. Technology integration requires this same focus, learning a little more each day, practicing consistently, and observing what works for students and teachers.

Confidence also stems from relationships. Teachers trust leaders who show up with patience and empathy. When educators feel safe asking questions or expressing uncertainty, technology integration becomes a shared process rather than a pressured one. This collaborative environment builds confidence not just in teachers, but in me as well.

Finally, confidence requires letting go of perfection. Technology will glitch. Devices will freeze. Plans will shift. Instead of seeing these challenges as failures, I now see them as part of the learning process. Every unexpected moment teaches me something new.

Keiser University (2024) reminds us that educational leaders adapt their style to the moment. Confidence grows not from control but from flexibility. I am learning that confident leadership is grounded, calm, responsive, and open to growth.

As I continue my journey in digital leadership, I see confidence as something I build, not something I arrive at. It grows through curiosity, through consistency, and through connection.

References

Fullan, M. (2020). Leading in a culture of change. Jossey-Bass.

Goleman, D. (2013). Focus: The hidden driver of excellence. HarperCollins.

Keiser University. (2024). Leadership styles in education: Nine ways educators guide talent. https://www.keiseruniversity.edu/