scholarly journals Examining Teachers’ Perspectives on School Principals’ Digital Leadership Roles and Technology Capabilities during the COVID-19 Pandemic

2021 ◽  
Vol 13 (23) ◽  
pp. 13448
Author(s):  
Turgut Karakose ◽  
Hakan Polat ◽  
Stamatios Papadakis
Keyword(s):  
Professional Development ◽  
Technology Use ◽  
School Principals ◽  
Leadership Skills ◽  
Learning Culture ◽  
Digital Transformation ◽  
Study Group ◽  
Digital Learning ◽  
Leadership Roles ◽  
K 12

The current study investigates the perspectives and experiences of teachers regarding their school principal’s digital leadership roles and technology capabilities during the COVID-19 pandemic. The research was conducted using a case study-based qualitative approach, and with a study group consisting of 89 teachers holding a Master’s degree. Maximum diversity sampling, one of the purposive sampling methods, was preferred in the determination of the study group, and the data obtained from the research were analyzed through content analysis. The five main themes determined based on the perceptions and experiences of the participants are listed as: “Digital technology usage, support for the digital transformation, support for technology-based professional development, support for digital learning culture, and digital leadership skills”. The results of the research revealed that the level of use of digital technologies by school principals during the COVID-19 pandemic was perceived as adequate by teachers. In addition, it was determined that school principals support digital transformation and technology-based professional development in schools. Furthermore, within the scope of the research, it was determined that school principals contribute to the construction of a digital learning culture in schools. The results of the study revealed that school principals’ digital leadership skills were clustered under three categories: technology use, managerial skills, and individual skills. As a result, in order to realize digital transformation within the context of K-12 education, school principals must first demonstrate their digital leadership and actively support the establishment of a digital learning culture in their schools.

A Scenario That Works

2018 ◽  
pp. 184-191
Author(s):  
Patricia K. Gibson ◽  
Dennis A. Smith ◽  
Sarah G. Smith
Keyword(s):  
Professional Development ◽  
Learning Communities ◽  
Continuing Education ◽  
Professional Learning ◽  
Technology Use ◽  
Military Training ◽  
General Information ◽  
High Tech ◽  
K 12 ◽  
Teacher Learning Communities

Technology use in K-12 classrooms in this era of rapid high-tech change ranges from deep and meaningful technological immersion to an outright classroom ban on electronic devices. Attempting to mitigate this technological divide between students and teachers, school districts increasingly require professional development in applicable student technologies and teacher support resources. Unfortunately, the standards for continuing education requirements are broad, money is tight, and development efforts are often far less organized. As unfortunate, current issues and general information sharing dominate the professional learning communities (PLCs) or teacher learning communities (TLCs) originally designed to fulfill professional development requirements. These challenges render the occasional professional development initiative included in a PLC or TLC event, ineffective where the fragmented, uninteresting, and often poorly planned technology instruction very rarely seems to stick. Drawing on experience with military training and continuing education training, the authors propose a simple, inexpensive, and internally resourced means used by soldiers to train individual and collective military tasks, to assist elementary and secondary teachers to learn how emerging technology works, and more importantly, how to maximize its effective use in the classroom.

Guiding Our Way

2011 ◽  
pp. 307-326 ◽  
Author(s):  
Kathleen P. King ◽  
Frank J. Melia ◽  
Marlene D. Dunham
Keyword(s):  
Professional Development ◽  
Focus Groups ◽  
Technology Use ◽  
Online Survey ◽  
Formal Education ◽  
Online Professional Development ◽  
Learning Needs ◽  
Group A ◽  
Group B ◽  
K 12

Increased accountability for student outcomes among teachers led to an examination of the needs and motivations of 324 K-12 educators who participated in 6-week online professional development modules of study. This research was conducted through focus groups and an online survey. The most telling findings indicate four themes regarding teacher online professional development: learner expectations, learner support and access, incentives, and content. This project illuminates issues that arise in formal education online learning environments as we continue to discover how to best serve educators’ learning needs. This two step study uses surveys and focus groups to empirically identify critical factors in instructional design and implementation. It benefits from large samples and the application of knowledge derived from Group A experiences to Group B. Follow-up research of 944 participants at year 4 of the project provides additional insight into technology use and motivation.

Google Docs in the Classroom: A District-wide Case Study

2016 ◽  
Vol 118 (9) ◽  
pp. 1-32
Author(s):  
Soobin Yim ◽  
Mark Warschauer ◽  
Binbin Zheng
Keyword(s):  
Professional Development ◽  
Educational Technology ◽  
Technology Use ◽  
Cost Efficiency ◽  
English Language ◽  
Contextual Factors ◽  
Laptop Initiative ◽  
Google Docs ◽  
K 12

Background/Context Successful integration of educational technology is a complicated process that is influenced by multiple factors. Recently, both within and across schools, educators have been searching for cloud-based solutions to address the challenges of integrating educational technology into their school systems—assessing whether these programs are affordable, accessible, and well-suited to improve learning. While the popularity of cloud-based applications among educational institutions and students is rapidly increasing due to their enhanced sharing features, accessibility, and cost-efficiency, there have been few efforts to investigate the impacts of these cloud-based applications in educational settings, especially in K-12 settings. Purpose/Objective This paper examines how Google Docs, one of the most popular cloud-based software applications, is integrated into middle-school English Language Arts (ELA) classrooms in a school district with a laptop initiative. Specifically, this case study attempts to understand the contemporary challenges of implementing the collaborative web-based tool and its accompanying opportunities, as well as the contextual factors for its implementation within the district. Research Design This qualitative study followed a grounded approach to data analysis. Using primarily initial coding and thematic coding methods, we analyzed interviews, surveys (from 2,152 students and 25 teachers), classroom observations, and student documents collected over the course of the 2011–2012 academic year. Analysis revealed three key themes (access and workability, cost and practicality, and affordances for writing), as well as the contextual factors of Google Docs implementation (the district's focus on instructional goals and professional development). Conclusion/Recommendations Our case study suggests that the introduction of cloud-based tools was perceived by students, teachers, and district officials to make technology use more accessible and convenient, to enhance cost-efficiency and productivity, and, most importantly, to provide ample affordances for writing practice and instruction. The district-wide implementation of Google Docs provided broad, accessible, and affordable simultaneous access to students and teachers, while increasing their opportunities to improve writing skills through features such as feedback, revision history, and reader selection. We also identified key contextual factors that contributed to these favorable outcomes, such as the district's focus on curricular integration and professional development. As one of the few studies that explores cloud-based tools’ usability and benefits in K-12 settings, we hope to help school districts make informed decisions about adopting these applications for instruction. Though the particularities of context need to be taken into account, the case study nevertheless reveals a cloud-based environment's salient affordances for learning in a district-wide implementation context.

Technology Use in Designing Curriculum for Archivists: Utilizing Andragogical Approaches in Designing Digital Learning Environments for Archives Professional Development

2019 ◽  
Vol 48 (2) ◽  
pp. 85-94
Author(s):  
Trudi Wright ◽  
Edward Benoit III
Keyword(s):  
Professional Development ◽  
Learning Environments ◽  
Technology Use ◽  
Online Training ◽  
Digital Learning ◽  
State University ◽  
Louisiana State University ◽  
Use Of Technology ◽  
Social Media Tools ◽  
Digital Learning Environments

AbstractTechnology has a significant impact in archival institutions. The creation and need to preserve digital records require archivists to have the necessary training, and ongoing professional development. In addition, technology is embedded in many archival processes, making knowledge of technology use vital for archivists. While technology may be a challenge for archivists in terms of archival management, it also presents a useful means to support training and professional development. This paper is based on the experimental research conducted by the researchers, as instructors, in developing curriculum based on theories of andragogy for the purposes of developing intentional curriculum for professional development of archivists in digital learning environments. In this article, we will focus on the application of technology for the purposes of training archives professionals. We have explored archives training through the application of andragogy theory in online training through Louisiana State University and Mohawk College. In addition, we will review the literature relating to the use of technology to support both outreach and marketing to educate clients of archival institutions. Social media tools offer a broad means to engage clients, as these platforms already function as “community hubs for activity, featuring many users, regular updates, and active forum discussions” (Terras). The literature suggests that there is have been significant inroads in developing intentional curriculum for digital learning environments.

scholarly journals Digital Literacy and Its Use by Teacher Trainess at Secondary Level in Odisha

2020 ◽  
Vol 1 (2) ◽  
pp. 242-250
Author(s):  
Ramakanta Mohalik
Keyword(s):  
Professional Development ◽  
Teacher Education ◽  
Digital Technology ◽  
Digital Literacy ◽  
Technology Use ◽  
Web Design ◽  
Secondary Level ◽  
Digital Learning ◽  
Digital Devices ◽  
Teaching Learning

Digital devices and applications have been used in schools and teacher education institutes across the globe for teaching learning. All the prospective teachers must be digitally savvy to utilize it in school for teaching, assessment, management and professional development. This study intended to find out the level of digital literacy and its uses among teacher trainees at secondary level. Descriptive research method was followed for undertaking this study. Survey was conducted on sample of 170 trainees selected randomly from teacher education institutes under Utkal University, Odisha, India. Self developed questionnaire based on different aspects of digital devices and applications such as skills of trainees in digital technology, use of digital technology and applications by trainees for learning and teaching etc. was used at tool. Collected data were subjected to frequency and percentage analysis and accordingly conclusions were drawn. The study found that (i) majority of trainees can change screen brightness and contrast, minimize, maximize and move window screen, use search command to locate a file and download and install applications, (ii) more than 50% of trainees do not know learning management system, virtual worlds, podcasts and web design applications, (iii) around 70% of trainees are aware about storage of video in camera, manage junk mail and update username and password and less than 50% of trainees knew about voice typing and cyber security, (iv) majority of trainees use group email and whatsapp for academic work and  only 20% of trainees use digital devices for using PPT in class, create digital learning materials, provide feedback to students. It is suggested that teacher education institutes must be equipped with digital devices and applications useful for teaching learning and professional development. Further, teacher educator must encourage and motivate trainees by integrated ICT in regular course work and across the subjects so that trainees can develop skills of using it for teaching, learning and assessment in schools.

scholarly journals Innovative Practices That Promote Teacher Leader Identity and Development of Teacher Leadership in Professional Development Schools

2017 ◽  
Vol 2 (4) ◽  
pp. 9
Author(s):  
Louis L. Warren
Keyword(s):  
Professional Development ◽  
Teacher Leadership ◽  
Leadership Skills ◽  
Professional Development Schools ◽  
Teacher Leader ◽  
Teacher Education Programs ◽  
Leader Identity ◽  
Culture Of Inquiry ◽  
K 12 ◽  
Over Time

Professional development schools (PDS) are innovative institutions formed through partnerships between teacher education programs and K–12 schools. This partnership contains many innovative practices of how teachers develop leadership skills over time. Development by its very nature is a process of change that unfolds over time and driven by a culture of inquiry. This chapter will provide some insights of how PDS innovative practices help teachers to become leaders within the profession.

scholarly journals Equity and Technology Use in Education

2020 ◽  
Vol 7 (7) ◽  
pp. 512-519
Author(s):  
Abdullah Masmali
Keyword(s):  
Educational Technology ◽  
Technology Use ◽  
Shared Responsibility ◽  
Traditional Learning ◽  
Digital Learning ◽  
Adoption Of Technology ◽  
Assessment And Evaluation ◽  
School Settings ◽  
Use Of Technology ◽  
K 12

With the rapid adoption of technology in the education sector, a paradigm shift from traditional learning methods to digital learning has been experienced. This article focuses on the importance of ensuring equity in the use of technology among learners, as it relates to their right to access educational technology. While the issue of digital transformation in education is a shared responsibility among educators, this article discusses it from a comprehensive perspective. Supposedly, equity in educational technology access is an issue addressed by researchers in different school settings, including researchers in science in K-12 settings. This article describes how assessment and evaluation could make a difference among learners when it comes to enhancing their capacity to access and use technology in learning. The article concludes with some recommendations for educational technology policymakers to ensure that all students have the same opportunity in accessing educational technology in a bid to avoid a digital divide among learners.

A Scenario That Works

2018 ◽  
pp. 1689-1696
Author(s):  
Patricia K. Gibson ◽  
Dennis A. Smith ◽  
Sarah G. Smith
Keyword(s):  
Professional Development ◽  
Learning Communities ◽  
Continuing Education ◽  
Professional Learning ◽  
Technology Use ◽  
Military Training ◽  
General Information ◽  
High Tech ◽  
K 12 ◽  
Teacher Learning Communities

Technology use in K-12 classrooms in this era of rapid high-tech change ranges from deep and meaningful technological immersion to an outright classroom ban on electronic devices. Attempting to mitigate this technological divide between students and teachers, school districts increasingly require professional development in applicable student technologies and teacher support resources. Unfortunately, the standards for continuing education requirements are broad, money is tight, and development efforts are often far less organized. As unfortunate, current issues and general information sharing dominate the professional learning communities (PLCs) or teacher learning communities (TLCs) originally designed to fulfill professional development requirements. These challenges render the occasional professional development initiative included in a PLC or TLC event, ineffective where the fragmented, uninteresting, and often poorly planned technology instruction very rarely seems to stick. Drawing on experience with military training and continuing education training, the authors propose a simple, inexpensive, and internally resourced means used by soldiers to train individual and collective military tasks, to assist elementary and secondary teachers to learn how emerging technology works, and more importantly, how to maximize its effective use in the classroom.

scholarly journals Principals and teamwork among teachers: an exploratory study

2019 ◽  
Vol 12 (2) ◽  
pp. 12 ◽  
Author(s):  
Meaghan Polega ◽  
Roque do Carmo Amorim Neto ◽  
Rebecca Brilowski ◽  
Kristin Baker
Keyword(s):  
Professional Development ◽  
Public School ◽  
Exploratory Study ◽  
Online Survey ◽  
School Principals ◽  
Team Building ◽  
Time Constraints ◽  
Public School Principals ◽  
Building Activities ◽  
K 12

This study explored the role public school principals play in implementing teamwork among K-12 teachers. A sample of 636 U.S. principals completed an online survey rating the importance of teamwork, identifying the barriers teachers face when working in teams, and listing the initiatives they have taken to promote teamwork among teachers. The findings suggest that principals consider teamwork to be very important. They also showed that time constraints, relationship concerns, and differences in teaching and experience are the leading barriers to teamwork. The findings also indicated that principals take initiatives—such as modifying schedules, team-building activities, and professional development—to foster teamwork among teachers.

Guiding Our Way

2008 ◽  
pp. 2193-2208
Author(s):  
Kathleen P. King ◽  
Frank J. Melia ◽  
Marlene D. Dunham
Keyword(s):  
Professional Development ◽  
Focus Groups ◽  
Technology Use ◽  
Online Survey ◽  
Formal Education ◽  
Online Professional Development ◽  
Learning Needs ◽  
Group A ◽  
Group B ◽  
K 12

Increased accountability for student outcomes among teachers led to an examination of the needs and motivations of 324 K-12 educators who participated in 6-week online professional development modules of study. This research was conducted through focus groups and an online survey. The most telling findings indicate four themes regarding teacher online professional development: learner expectations, learner support and access, incentives, and content. This project illuminates issues that arise in formal education online learning environments as we continue to discover how to best serve educators’ learning needs. This two step study uses surveys and focus groups to empirically identify critical factors in instructional design and implementation. It benefits from large samples and the application of knowledge derived from Group A experiences to Group B. Follow-up research of 944 participants at year 4 of the project provides additional insight into technology use and motivation.

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