Transformational Leadership Role in Supporting and Guiding Technological Developments in Classroom Instruction (original) (raw)
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Journal of Educational Change, 2015
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The development and impact of team-based school technology leadership
Journal of Educational Administration, 2021
Purpose-The 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/approach-The 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. Findings-Significant 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/implications-The 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/value-This 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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Journal of Educational Change, 2014
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Technology Leadership for School Improvement
Technology Leadership for School Improvement, 2024
Technology leadership for school improvement is one of the most important things to improve education from school. Global education and technology have altered the landscape of what learners know and how they learn, and it is critical for leaders to understand the new education terrain. First, technology leadership for school improvement is for school leaders to envision and facilitate use of technology in the digital world that is ubiquitous to our students. Technology standards, data-driven decision making, and visionary, courageous and creative leadership in this digital environment. Second, that technology leaders should learns as they expect their classroom teachers to teach. Finally, the multiple voices of authors add strength to the rich content that is addressed. As Surowiecky (2005) clearly describes, large groups of people are smarter than an elite few. Technology Leadership for school improvement brings together the wisdom of researchers, practitioners, and writers to provide this discussion are clearly and concise that present the most contemporary thinking in the field. The infusion of technology in our schools, leadership as presently know it will experience further transformation. The gap between autocratic and participatory technology leadership must grow even wider if teachers are successfully used technology leadership in schools, one often sees in groups and out-groups regarding technology use and implementation. Leaders who create (either intentionally or unintentionally) an ingroup and out-group" may see the best technology system blocked from effectively creating collaboration resulting in low levels of trust within the organization" (Avolio, 2000, p.13).
Technology and school leadership
Technology, Pedagogy and Education, 2009
As the demand for schools to become more effective and efficient learning communities increases, the need for principals to cultivate broad‐based, skilful participation in the work of leadership is essential. It is important for educational leaders to recognise the significance of their role in technology implementation and utilisation. They should be proficient in the use of technology and then provide leadership in the use of technology for administrative, instructional, and learning functions. Relatively few studies have empirically examined the level of computer use by principals, their perceived computer competence and their leadership style. This paper will report on these issues from an initial analysis of baseline data gathered from 30 secondary school principals in Tehran, a large province in Iran. Findings indicate that school principals spent a few times a week working on their computers and they had moderate levels of information technology competency. This paper also suggests that transformational leadership can help school leaders increase successful use of technology in schools. Hence, policy makers must design professional development programmes, such as leadership studies, in order to teach the components of transformational leadership: idealised influence, inspirational motivation, intellectual stimulation and individual consideration to future administrators.