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.

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.

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.

Implementing the Professional Development Program

2014 ◽  
pp. 1356-1371
Author(s):  
Donna Parker
Keyword(s):  
Professional Development ◽  
Technology Integration ◽  
Learning Environments ◽  
Educational Experiences ◽  
Development Program ◽  
Content Areas ◽  
Effective Professional Development ◽  
Technology Plans ◽  
Technology Leaders ◽  
Technological Tools

As education is transformed through technology, teachers must be armed with knowledge and the capability of using technological tools to strengthen and enhance learning environments. Technology is the vehicle that assists in delivering meaningful and deeper educational experiences in today's classrooms. However, not all teachers are comfortable or competent in successfully integrating technology into their curricula and classrooms. School's technology plans now have an obligation to include professional development as an integral component that ensures technology integration training for faculty, staff, and administrators at all educational levels. Implementation of effective professional development requires technology leaders to formulate plans employing various methods and incentives to motivate teachers to learn the importance of technology integration while giving them the necessary equipment and support to effectively utilize technology in their content areas.

A Professional Development School Technology Integration and Research Plan

2014 ◽  
pp. 1741-1757
Author(s):  
Neal Shambaugh
Keyword(s):  
Professional Development ◽  
Teacher Education ◽  
Public Schools ◽  
Technology Integration ◽  
Education Program ◽  
Technology Diffusion ◽  
Teacher Education Program ◽  
Network Member ◽  
Use Of Technology ◽  
School Technology Integration

Technology diffusion in public schools has varied in scale from local and state initiatives to large-scale governmental-funded programs. Teachers' use of technology, however, remains limited and still focuses on the tools rather than on learning outcomes and teaching processes. Teacher education programs face a similar challenge in having pre-service teachers integrate technology and model best practice for teachers in public schools. One model for teacher education is viewing public schools and the university-based teacher education program as Professional Development Schools (PDS) where pre-service teachers and host teachers learn alongside each other in actual teaching including technology use. In this case, a mature PDS model (20 years old) is described along with how technology has been implemented across the teacher education program and within the PDS-network member schools. This case poses for the reader two questions: (1) How can technology diffusion occur in a PDS model addressing the different agendas of university, school, and state? (2) How can a technology integration plan also include program evaluation and/or research features so that the plan is formally and systematically studied?

Implementing the Professional Development Program

2012 ◽  
pp. 190-205
Author(s):  
Donna Parker
Keyword(s):  
Professional Development ◽  
Technology Integration ◽  
Learning Environments ◽  
Educational Experiences ◽  
Development Program ◽  
Content Areas ◽  
Effective Professional Development ◽  
Technology Plans ◽  
Technology Leaders ◽  
Technological Tools

As education is transformed through technology, teachers must be armed with knowledge and the capability of using technological tools to strengthen and enhance learning environments. Technology is the vehicle that assists in delivering meaningful and deeper educational experiences in today’s classrooms. However, not all teachers are comfortable or competent in successfully integrating technology into their curricula and classrooms. School’s technology plans now have an obligation to include professional development as an integral component that ensures technology integration training for faculty, staff, and administrators at all educational levels. Implementation of effective professional development requires technology leaders to formulate plans employing various methods and incentives to motivate teachers to learn the importance of technology integration while giving them the necessary equipment and support to effectively utilize technology in their content areas.

A Professional Development School Technology Integration and Research Plan

2013 ◽  
pp. 45-68 ◽  
Author(s):  
Neal Shambaugh
Keyword(s):  
Professional Development ◽  
Teacher Education ◽  
Public Schools ◽  
Technology Integration ◽  
Education Program ◽  
Technology Diffusion ◽  
Teacher Education Program ◽  
Network Member ◽  
Use Of Technology ◽  
School Technology Integration

Technology diffusion in public schools has varied in scale from local and state initiatives to large-scale governmental-funded programs. Teachers’ use of technology, however, remains limited and still focuses on the tools rather than on learning outcomes and teaching processes. Teacher education programs face a similar challenge in having pre-service teachers integrate technology and model best practice for teachers in public schools. One model for teacher education is viewing public schools and the university-based teacher education program as Professional Development Schools (PDS) where pre-service teachers and host teachers learn alongside each other in actual teaching including technology use. In this case, a mature PDS model (20 years old) is described along with how technology has been implemented across the teacher education program and within the PDS-network member schools. This case poses for the reader two questions: (1) How can technology diffusion occur in a PDS model addressing the different agendas of university, school, and state? (2) How can a technology integration plan also include program evaluation and/or research features so that the plan is formally and systematically studied?

scholarly journals Adoption of educational technology ten years after setting strategic goals: A Canadian university case

2007 ◽  
Vol 23 (4) ◽  
Author(s):  
George Zhou ◽  
Judy Xu
Keyword(s):  
Professional Development ◽  
Educational Technology ◽  
Technology Integration ◽  
Technology Adoption ◽  
Focus Groups ◽  
Reward System ◽  
Use Of Technology ◽  
Professional Development Needs ◽  
Strategic Goals ◽  
The University

<span>Through surveys, focus groups and interviews, this study examines technology adoption at a large Canadian university ten years after setting a strategic plan, explores the interplay between instructors' concepts of teaching and use of technology, and searches for the best solutions to help them use technology more effectively. Results showed that whilst 90% of respondents were using computers in teaching, there is still much to do in helping them to increase the effectiveness of their use of technology. While the university reward system needs to offer better recognition of the scholarship of using computers, rationales for technology adoption and successful cases demonstrating the effectiveness of technology integration are essential to encourage and improve the use of computers. Professional development needs to move beyond technical workshops to include pedagogy oriented mentorship amongst practitioners.</span>

scholarly journals Importance of Technology Leadership for Technology Integration: Gender and Professional Development Perspective

SAGE Open ◽  
2019 ◽  
Vol 9 (4) ◽  
pp. 215824401989370
Author(s):  
Arumugam Raman ◽  
Raamani Thannimalai
Keyword(s):  
Professional Development ◽  
Technology Integration ◽  
Information And Communication Technologies ◽  
High Performance ◽  
Important Variable ◽  
Technology Leadership ◽  
Matrix Analysis ◽  
Cross Sectional ◽  
Performance Matrix ◽  
And Performance

Technology leadership is being redesigned to accelerate technology integration in schools to develop and sustain the skills needed to produce skilled manpower. Previous studies showed that the factors that prevented leaders and teachers from integrating information and communication technologies (ICT) in schools are lack of ICT training, teacher ICT competency, and access to ICT resources. This shows that there is a gap in technology integration in schools. This study aims to identify the importance of technology leadership for technology integration based on gender and professional development. This is a quantitative study using cross-sectional design. A total of 90 respondents were selected by systematic random sampling from 190 national secondary schools. The importance and performance matrix analysis revealed that professional development had high performance and was an important variable in the prediction of teachers’ technology integration, but gender was not. Thus, school management should give priority to digital age learning culture and digital citizenship constructs to accelerate teachers’ technology integration in schools.

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