Principal leadership for technology integration: a study of principal technology leadership

2021 ◽  
Author(s):  
Kristen C. Kozloski
Keyword(s):  
Technology Integration ◽  
Principal Leadership ◽  
Technology Leadership

Technology Integration in Educational Administration

2020 ◽  
pp. 121-141
Author(s):  
Gozde Sezen-Gultekin ◽  
Nazire Burcin Hamutoglu
Keyword(s):  
Technology Integration ◽  
Instructional Leadership ◽  
Educational Administration ◽  
Innovation Management ◽  
Current Situation ◽  
Technology Leadership ◽  
Educational Policies ◽  
Next Generation ◽  
Use Of Technology ◽  
Development Plans

This chapter aims to addresses technology integration in terms of educational administration. In this context, firstly it presents the current situation of education by referring to educational policies, development plans, international reports, and contemporary applications of educational policies. It then addresses the definition, application areas, examples, and next generation applications of technology integration. Lastly, it addresses technology integration at national and international levels within the scope of educational policies and development plans, and some recommendations are made to make use of technology integration in development of instructional leadership, technology leadership, innovation management, and professional competencies.

Emphasizing Technology Over Instruction: Adapting a 20-Year-Old Survey to Examine the Climate of K–12 Instructional Technology Leadership in Public School Districts

2019 ◽  
Vol 30 (3) ◽  
pp. 257-274
Author(s):  
Thomas Edelberg
Keyword(s):  
Technology Integration ◽  
Instructional Technology ◽  
School District ◽  
School Districts ◽  
School Leadership ◽  
Technology Use ◽  
Core Curriculum ◽  
Educational Experiences ◽  
Technology Leadership ◽  
K 12

Current research on computer technology integration in K–12 school classrooms indicates that student learning outcomes remain flat despite heavy investment. Examining school leadership conceptions about technology integration might reveal a way to reverse this trend. This study adapts a survey instrument from Brush and Bannon and applies it to Indiana school district superintendents. Key findings indicate respondents perceive developing technology goals and plans for a school district, providing instructional support, and integrating technology into a core curriculum are very important for instructional technology leadership, but educational experiences and credentials are less important. However, respondents from school districts with smaller student enrollments and who report having little or no knowledge of instructional technology tend to view educational experiences and credentials more highly than respondents from larger schools and who report being very knowledgeable. Implications are that superintendents tend to emphasize the technology-use aspect of instructional technology leadership over instructional proficiencies.

Technology Leadership: Principals' Concerns in Leading Schools

2021 ◽  
pp. 263-276
Author(s):  
Sailesh Sharma
Keyword(s):  
Technology Integration ◽  
Training Needs ◽  
Technology Leadership ◽  
Current Status ◽  
Technology Leaders ◽  
Improvement Process ◽  
The Status ◽  
Leading Schools ◽  
Quality Learning

This paper addresses the concerns of leading technology integration in Malaysian schools. It addresses the status of technology leadership of principals, their challenges and their training needs, to foster adequate technology integration by their teachers. The challenges and the subsequent training needs were discussed in depth to highlight the current status of technology leadership in Malaysian schools. The initiatives that could enhance and expedite the improvement process towards generating strings of technology leaders in the school to raise quality learning across Malaysia have also been discussed.

scholarly journals Principals’ Technology Leadership and its Effect on Teachers’ Technology Integration in 21st Century Classrooms

2019 ◽  
Vol 12 (4) ◽  
pp. 423-442
Author(s):  
Arumugam Raman ◽  
◽  
Raamani Thannimalai ◽  
Siti Noor Ismail ◽  
◽  
...  
Keyword(s):  
Technology Integration ◽  
21St Century ◽  
Technology Leadership

Introduction to Technology Integration and Leadership

2012 ◽  
pp. 1-17
Author(s):  
Taralynn Hartsell ◽  
Shuyan Wang
Keyword(s):  
Professional Development ◽  
Technology Integration ◽  
Technology Leadership ◽  
Technology Leader ◽  
Technology Plans ◽  
Use Of Technology ◽  
Effective Technology ◽  
Pertinent Information

An effective technology leader is a public advocate of the mission-driven use of technology, capable of providing guidance in various aspects of using technologies such as technology plans, professional development, dissemination of pertinent information, and other related responsibilities. This chapter defines technology integration and technology leadership that support the central themes of the book, followed with a synopsis of the issues described in the proceeding chapters. The purpose of this chapter is to introduce readers to the discussions that will emerge throughout the book and link the topics raised back to the central themes of effective technology integration and its leadership.

scholarly journals Examining School Administrators’ Technology Integration Leadership

2021 ◽  
pp. 38-42
Author(s):  
Janette B. Torrato ◽  
◽  
Socorro E. Aguja ◽  
Maricar S. Prudente
Keyword(s):  
Technology Integration ◽  
Policy Development ◽  
Teaching And Learning ◽  
School Administrators ◽  
Educational Institution ◽  
Technology Leadership ◽  
Research Approach ◽  
Technology In The Classroom ◽  
Integration Program ◽  
Challenging Tasks

Technology leadership drives the technology integration program of any educational institution. School administrators take challenging tasks in integrating technology in the classroom. Their roles are critical to ensure that students’ learning in today’s context is globally relevant. Relatedly, this study examined the technology integration leadership of school administrators involved in a school-wide initiative via a three-module series seminar workshop on action research using descriptive qualitative research approach. A thematic analysis of the written abstracts provided an overview of the technology leadership of school administrators. Specifically, results revealed four technology related themes namely; School Policy Development, Professional Development of Teachers, Blended Learning Approach, & Teaching Strategies to Enhance Learning. Further research focusing on each theme is recommended to determine its impact to the actual teaching and learning implementation in the school.

Introduction to Technology Integration and Leadership

2016 ◽  
pp. 666-682
Author(s):  
Taralynn Hartsell ◽  
Shuyan Wang
Keyword(s):  
Professional Development ◽  
Technology Integration ◽  
Technology Leadership ◽  
Technology Leader ◽  
Technology Plans ◽  
Use Of Technology ◽  
Effective Technology ◽  
Pertinent Information

An effective technology leader is a public advocate of the mission-driven use of technology, capable of providing guidance in various aspects of using technologies such as technology plans, professional development, dissemination of pertinent information, and other related responsibilities. This chapter defines technology integration and technology leadership that support the central themes of the book, followed with a synopsis of the issues described in the proceeding chapters. The purpose of this chapter is to introduce readers to the discussions that will emerge throughout the book and link the topics raised back to the central themes of effective technology integration and its leadership.

The development and impact of team-based school technology leadership

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Sara Dexter ◽  
Emily A. Barton
Keyword(s):  
Student Achievement ◽  
Educational Technology ◽  
Technology Integration ◽  
Instructional Leadership ◽  
Science Teachers ◽  
Teacher Practices ◽  
Technology Leadership ◽  
Leadership Team ◽  
Effect Sizes ◽  
Content Type

PurposeThe authors tested the efficacy of a team-based instructional leadership intervention designed to increase middle school mathematics and science teachers' use of educational technologies for multiple representations of content to foster students' conceptual understandings. Each school's leadership team comprised an administrator, a technology instructional specialist role, and a mathematics and a science teacher leader.Design/methodology/approachThe authors tested the intervention in a quasi-experimental design with five treatment and five matched comparison schools. Participants included 48 leadership team members and 100 grade 6–8 teachers and their students. The authors analyzed data using two-level, nested multiple regressions to determine the effect of treatment on leaders' practices; leaders' practices on teachers' learning and integration; and teachers' learning and integration on students' learning. Leaders and teachers completed monthly self-reports of practices; students completed pre- and post-tests of knowledge in science and math.FindingsSignificant treatment effects at the leader, teacher and student levels establish the efficacy of this team-based approach to school leadership of an educational technology integration innovation. Leaders at treatment schools participated in a significantly higher total frequency and a wider variety of leadership activities, with large effect sizes. Teachers participated in a significantly wider variety of learning modes focused on technology integration and integrated technology significantly more frequently, with a wider variety of technologies, all with moderate effect sizes. Students in treatment schools significantly outperformed students in comparison schools in terms of science achievement but not in mathematics.Research limitations/implicationsThe overall sample size is small and the approach to participant recruitment did not allow for randomized assignment to the treatment condition. The authors tested the influence of treatment on leader practices, on teacher practices, and on student achievement. Future work is needed to identify the core components of treatment that influence practice and investigate the causal relationships between specific leaders' practices, teacher practices and student achievement.Originality/valueThis study establishes the efficacy of a replicable approach to developing team-based instructional leaders addressing educational technology. It contributes to the knowledge base about how district leaders and leadership educators might foster school leaders' instructional leadership, and more specifically technology leadership capacity.

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