scholarly journals Technology Leadership: Ten Essential Buttons for Understanding Technology Integration in the 21st Century.

1996 ◽  
Vol 23 (2) ◽  
Author(s):  
Gerald D. Bailey
Keyword(s):  
Technology Integration ◽  
21St Century ◽  
Technology Leadership

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

Technology Leadership

2017 ◽  
pp. 293-312 ◽  
Author(s):  
Nisrine Adada ◽  
Ahmad Shatila ◽  
Nabil M. Mneymneh
Keyword(s):  
Information And Communication Technology ◽  
Communication Technology ◽  
21St Century ◽  
School Leaders ◽  
Technology Leadership ◽  
Qualitative Approach ◽  
Role Change ◽  
Problems And Solutions ◽  
Information And Communication ◽  
K 12

Technology has invaded our lives and the lives of our children. In every single aspect of their lives, social, educational, and vocational, technology has a role. Change, nowadays, for the 21st century school leaders means tech-implementation into K-12 settings. This is where tech leadership emerges; if school leaders are not competent in the Information and Communication Technology (ICT) field, then they cannot expect teachers to welcome this kind of change. The purpose of our study was to find out the perceptions of K-12 school leaders about the problems they faced during the introduction or facilitation of technology, and solutions they proposed, and then provided them with implications to bridge the gap between the problems and solutions. We followed a qualitative approach to collecting and analyzing the data in our research. Thirty school leaders agreed to be part of the study, all randomly selected schools were K-12 schools. Findings indicated that Lebanese school leaders still have a long way to go to properly incorporate technology into their schools.

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.

Entrepreneurial Skills for the 21st Century Workplace

2019 ◽  
pp. 56-69
Author(s):  
Mauvalyn M. Bowen ◽  
Karen R. Johnson
Keyword(s):  
21St Century ◽  
Team Building ◽  
Educational Innovation ◽  
Technology Leadership ◽  
Policy Makers ◽  
Building Technology ◽  
Entrepreneurial Skills ◽  
Competitive Labor Market ◽  
Innovative Curriculum ◽  
Skills Shortages

The foundation of graduates' employability is based on skills and by extension, workers. Due to the high levels of unemployment among young people, entrepreneurial skills for graduates and the workforce becomes an imperative to scholars and policy makers trying to tackle unemployment issues by providing students with skills, and competences that fulfill the needs of a very competitive labor market (Pereira, Vilas-Boas & Rebelo, 2016). To encourage collaboration on educational innovation, to promote entrepreneurship education, and to improve university technology and knowledge transfer to industry and society, several initiatives were developed. This chapter discusses some of those initiatives and contributes to the skills discourse by proposing strategies to empower, structure, and improve innovative curriculum, workplace, and life. Some skills shortages identified for the 21st century workplace are: learning and innovation skills, career and life skills; adaptability, self-reliance and social skills, team building, technology, leadership and responsibility skills.

Computer-Driven Technologies for Effective Teaching in K-12 Classrooms in Nigeria

2020 ◽  
pp. 328-343
Author(s):  
Oluwakemi Olurinola
Keyword(s):  
Professional Development ◽  
Developing Countries ◽  
Technology Integration ◽  
Effective Teaching ◽  
21St Century ◽  
Present Situation ◽  
Diverse Learners ◽  
Digital Tools ◽  
The World ◽  
K 12

The world is changing and so is the educational sector. The major driver of this change is technological advancements, so it is imperative that educators investigate ways to prepare students to fit into the 21st century technology-driven workforce by adopting digital alternatives to the pens and books that still dominate present-day classroom resources, especially in developing countries. This chapter discusses the importance of computer-driven technologies in teaching. In doing so, this chapter highlights the present situation of technology integration in schools in Nigeria and the challenges teachers face in their use of classroom technologies. It is the author's opinion that teachers have a responsibility to pursue personal professional development in addition to whatever kind of training provided on the job. This chapter intends to help educators learn how to leverage free digital tools to support and meet the needs of diverse learners in the classroom.

Using Technology to Build Interactions Within and Beyond the Literacy Classroom

2020 ◽  
pp. 260-286
Author(s):  
Kristine E. McGee ◽  
Jodi G. Welsch
Keyword(s):  
Decision Making ◽  
Technology Integration ◽  
Best Practices ◽  
21St Century ◽  
Literacy Instruction ◽  
Instructional Tools ◽  
Technology Tools ◽  
Integration Of Technology ◽  
Need Support ◽  
Pedagogical Frameworks

Becoming an educator today, specifically one who teaches literacy, requires more than a strong understanding of pedagogy and best practices. Today's educators must be equipped to survive, as well as thrive, in a 21st-century literacy classroom. New programs, websites, apps, etc. are being introduced daily, therefore, our pre-service teachers need support in order to utilize tools effectively. By providing experiences with a variety of tools, novice teachers can employ existing pedagogical frameworks for technology integration with literacy instructional tools. This study identifies how pre-service teachers perceive their skills and pedagogical decision-making for the integration of technology tools within their literacy instruction.

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.

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