› › Examining K 12 Principals Leadership Role And Their Beliefs Toward Technology Integration In The 21st Century Classroom

Examining K-12 Principals' Leadership Role and Their Beliefs Toward Technology Integration in the 21st Century Classroom

Author : Rhonda Michelle Robinson

Publisher :

Page : 167 pages

File Size : 33,69 MB

Release : 2021

Category : Computer literacy

ISBN :

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Book Description

Educational experts have evolved substantially over the past several decades in their thinking about educational leadership and the critical role that principals play in supporting the teaching and learning environment within schools through their leadership behaviors. Although educational leaders have had a significant impact on the field of education to integrate technology effectively with the goal of increasing student achievement and overall school performance, most of the research on technology integration has been teacher-focused, rather than on principals’ preparation, skill, knowledge, and related leadership. Continuation of teacher-focused research, though beneficial, has left a research gap concerning the skills and preparation that are needed by principals to become digital instructional leaders. Using a causal comparative quantitative research design, this study included eight K-12 principals and 20 teachers from elementary, middle, and high schools conveniently sampled from each of the schools in the selected district. The study measured K-12 principals’ and teachers’ knowledge of Teacher Digital Age Learning and Instructional Leader Digital Age Learning. The data were collected using a web-based survey and analyzed utilizing a series of independent samples t-tests. The results indicated that there was not a statistically significant difference in school principals’ and teachers’ perceptions of Teacher Digital Age Learning. Further, a statistically significant difference did not exist between the principals’ and teachers’ perceptions of Instructional Leader Digital Age Learning. The study’s findings could provide useful data for the district's leadership development program to cultivate strategies that could assist principals in their acquisition of knowledge and skills regarding technology in schools.



Principal 2.0

Author : Matthew Militello

Publisher : IAP

Page : 300 pages

File Size : 16,17 MB

Release : 2013-03-01

Category : Education

ISBN : 1623963036

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Book Description

This volume of essays provides insights into educational technology from a diverse set of vantage points. Each chapter provides school leaders with both conceptual insights and practical guides. Moreover, the authors of these insights and guides are eclectic including: current K-12 school educators and students, professors and graduate students of educational technology and educational leadership, and technology industry leaders. Our goal was to provide a thoughtful and thought-provoking set of essays that propels your own work in the world of educational technology forward. The audience for this book includes teachers, school and district leaders, educational technologists, educational policymakers, and higher education faculty. Chapters demonstrate a number of specific uses of advanced technologies in schools, in educational leadership, and in leadership preparatory programs. Chapters are accompanied by screen-captured images and links to multimedia examples that are accessible to readers via the Internet, including digital artifacts of leadership and learning that will guide readers to implementation in diverse educational settings.



Leadership for Technology Integration

Author : Deborah Lee Linke

Publisher :

Page : 276 pages

File Size : 36,58 MB

Release : 2016

Category : Educational leadership

ISBN :

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Book Description

The purpose of this study was to examine how school leaders support high levels of technology integration in regular classroom instruction at the middle school level. Teachers asked to integrate new and emerging technologies into their classrooms, require support that extends beyond professional development. Effective integration is that which is student-centred, and extends learning in the classroom to be collaborative, interactive, and differentiated. School leadership can provide the vision, direction, and structure that guide teachers in the effective use of Information and Communication Technologies (ICT) in their classrooms. By focusing on a local context, this study sought to isolate the school leadership decisions and actions that influence technology integration that is student-centred, at the classroom level. Teachers at two middle schools from similar districts, both with one-to-one programs, but different levels of technology integration, participated in surveys measuring the moderating effects of leadership and school structures on effective technology integration in classrooms. The quantitative portion of this case study, designed as a cross-case analysis, supported qualitative data collected from eight interviews across both school, including school principals, teachers, and related support personnel. Analysis of quantitative and qualitative data revealed the large effect that district and school leadership have on the decisions of teachers with technology in their classrooms. District leadership, in particular, had a strong effect on high levels of technology integration, followed by the decisions of school leadership, and opportunities for intentional collaboration around ICT implementation strategies. Between the two schools, significant differences were seen in the level of direction and support received from the district that correlated with the role of school leadership, and the ability of teachers to participate in meaningful collaboration around effective technology use in the classroom. Recommendations for school leadership include planning for specific training and opportunities for teacher collaboration at the direction of both school and district leadership. Future recommendations for research include a closer look at the role district leadership plays in facilitating effective technology integration at the classroom level, partnered with the role that technology support specialists at the district and school levels play in the leadership process.



The 21st-century Principal

Author : Milli Pierce

Publisher :

Page : 0 pages

File Size : 10,59 MB

Release : 2003

Category : Education

ISBN : 9781891792069

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Book Description

The essays in this volume examine the future of public schooling in the United States and what it will mean to be a leader in public schools. It focuses on the issues most likely to have an impact on American society within the next 20 years. The essays are as follows: "Introduction" (Milli Pierce, Deborah L. Stapleton); "The Limits of Change" (Richard F. Elmore); "The Six Principles of Effective Accountability" (Douglas B. Reeves); "The Challenge of a Changing Nation" (Marcelo M. Suarez-Orozco); "Does More Choice Mean Less Equity?" (Chester E. Finn, Jr.); "Closing the Achievement Gap" (Belinda Williams); "Using Afterschool Programs to Raise Achievement" (Gil G. Noam); and "Learning to Challenge Assumptions" (Richard Rothstein). Some essays are followed by responses by other authors. All essays are followed by suggested discussion questions. (WFA).



Assessing Principals' Leadership in Implementing Educational Technology Policies

Author : I-Hua Chang

Publisher :

Page : 260 pages

File Size : 49,84 MB

Release : 2002

Category : Educational technology

ISBN :

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Book Description

Purpose of the study . The purpose of this study is to identify, through the perceptions of teachers, the domains of effective technology leadership demonstrated by public school principals. This study addresses two salient issues: first, what are the domains of effective technology leadership perceived to be, and second, whether the domains perceived to be important to effectiveness are common across individuals, such as teachers. The intent of this study is to develop a single level assessment of technology leadership focusing on K-12 principals. Therefore, a single level analytical method, Structural Equation Modeling (SEM), is used to examine the data. Procedures . This study included three high schools, three junior high schools, three middle schools and eighteen elementary schools in a mid-size public school district. Teachers were asked to measure the dimensions of technology leadership that are related to their principal's role in facilitating technology use in their schools. The validity of the measurement model of technology leadership and the final structural equation model were tested through confirmatory factor analysis (CFA) and examined with Mplus version 2.02 using a maximum likelihood fitting function. Findings . The results suggested that the observed data and the proposed model fit these data quite well. The domains (except for the domain of integrating technology leadership into curriculum and learning) defined effective technology leadership well. In other words, vision, planning and management; in-service training; interpersonal and communication skills; ethical and legal issues; technological support and infrastructure; and evaluation, research, and assessment are the six domains of behaviors that explain the effective technology leadership of principals. The results also showed that the demographic variables (predictors) such as gender and years worked with the principal were not significant in explaining teachers' perceptions of the principal's effective technology leadership. Female teachers perceived their principals as less effective technology leaders than did male teachers. Those who worked more than five years with the principal perceived their principals as more effective technology leaders. However, being a tenured teacher had a negative and significant impact on teachers' perceptions of the principal's effective technology leadership. Tenured faculty members perceived their principals as less effective. Moreover, teaching subject (i.e., elementary subject) had a negative and significant impact on teachers' perceptions of the principal's effective technology leadership. Those who teach elementary subjects also perceived their principals as less effective. Ninety-three percent of the variance in effective technology leadership remains unexplained by the predictor variables. Only seven percent of the variance is explained by demographic variables. This may suggest that other types of demographic variables not used in this study may explain variation in the teachers' perceptions of principals' effective technology leadership. Demographics of the ecology or situational demographics for example may be important.



Developing Technology-Rich Teacher Education Programs: Key Issues

Author : Polly, Drew

Publisher : IGI Global

Page : 656 pages

File Size : 31,31 MB

Release : 2012-01-31

Category : Education

ISBN : 1466600152

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Book Description

"This book offers professional teacher educators a rare opportunity to harvest the thinking of pioneering colleagues spanning dozens of universities, and to benefit from the creativity, scholarship, hard work, and reflection that led them to the models they describe"--Provided by publisher.



The Principal as Technology Leader

Author : Theodore Creighton

Publisher : Corwin Press

Page : 136 pages

File Size : 21,98 MB

Release : 2003

Category : Education

ISBN : 0761945423

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Book Description

In an engaging style, the author--founder of the Idaho Administrative Technology Leadership Center--explores the complexities of change and implementation of technology in schools.



The Impact Systems Design and Leadership Practices Have on Technology Integration and Adaptation at the K-12 School Level During a Time of Change

Author : Gustavo M. Loor

Publisher :

Page : 390 pages

File Size : 21,86 MB

Release : 2021

Category :

ISBN :

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Book Description

The COVID-19 pandemic has compelled K-12 schools and districts across the United States to quickly pivot to distance learning. This disruption to traditional in-person instruction required shifts in district leadership and teacher pedagogy. Previous research has shown that teachers must be provided with learning and supportive environments that cultivate and enhance their instructional technology proficiency and capabilities, hence the importance of technology leadership among K-12 administrators (Ertmer, 2005; Ertmer & Ottenbreit-Leftwich, 2010; Hennessy et al., 2005; Hew & Brush, 2007). However, much of the research in the field of K-12 technology integration has relied on quantitative and mixed-methods approaches to reflect their findings. Several gaps in the existing literature have led to a need not only for an in-depth case study approach, but also the need to study the geographic region of New York in the research base. This comparative case study was conducted in two suburban Long Island, New York school districts. The researcher will aim to triangulate findings by utilizing data from teacher focus groups, individual interviews from leaders, and a thorough document analysis of instructional technology plans, teacher contracts, and district websites. The purpose of this comparative case study was to examine the organizational dynamics and leadership practices necessary for an effective K-12 technology integration environment during a time of change. As this study conveys, leadership practices and systems thinking matter. They have been found to have a prominent impact on technology implementation and adaptation within the fabric of K-12 schooling (Christensen, 2018; Raman et al, 2019; Dexter & Richardson, 2020). Given the sudden shift in teaching pedagogy and educational leadership due to a global pandemic, this study aims to stimulate a novel investigation and thorough analysis of its implications on K-12 schools and districts through the lens of key educational stakeholders (e.g., leaders and teachers). Ultimately, the study serves as both a resource and framework to assist the K-12 education community respond to a change process and provide a theoretical framework and research-based actionable steps for educational leaders to utilize as a guide while navigating through shifting teaching and learning landscapes during a time of change.



Handbook of Research on Lessons Learned From Transitioning to Virtual Classrooms During a Pandemic

Author : Thornburg, Amy W.

Publisher : IGI Global

Page : 457 pages

File Size : 14,54 MB

Release : 2021-05-14

Category : Education

ISBN : 1799865584

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Book Description

Online instruction is rapidly expanding the way administrators and educators think about and plan instruction. In addition, due to a pandemic, online instructional practices and learning in a virtual environment are being implemented with very little training or support. Educators are learning new tools and strategies at a quick pace, and often on their own, even through resistance. It is important to explore lessons learned through the pandemic but also of importance is sharing the virtual classroom options and instruction that align to best practices when transitioning to online instruction. Sharing these will allow educators to understand and learn that virtual instruction can benefit all, even when not used out of need, and can enhance face-to-face courses in many ways. The Handbook of Research on Lessons Learned From Transitioning to Virtual Classrooms During a Pandemic is a critical reference that presents lessons instructors have learned throughout the COVID-19 pandemic including what programs and tools were found to be the most impactful and useful and how to effectively embed virtual teaching into face-to-face teaching. With difficult choices to be made and implemented, this topic and collection of writings demonstrates the learning curve in a state of survival and also lessons and resources learned that will be useful when moving back to face-to-face instruction as a tool to continue to use. Highlighted topics include the frustrations faced during the transition, lessons learned from a variety of viewpoints, resources found and used to support instruction, online learner perspectives and thoughts, online course content, and best practices in transitioning to online instruction. This book is ideal for teachers, principals, school leaders, instructional designers, curriculum developers, higher education professors, pre-service teachers, in-service teachers, practitioners, researchers, and anyone interested in developing more effective virtual and in-classroom teaching methods.



K-12 Principals' Perceptions of Their Technology Leadership Preparedness

Author : Wendy Burns Metcalf

Publisher :

Page : 104 pages

File Size : 11,58 MB

Release : 2012

Category : Distance education

ISBN :

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Book Description

Author's abstract: Adopting technology in the K-12 classroom has moved from adapting lessons that highlight a technology to pervasive use of interactive and handheld devices. This instruction-technology connection creates high expectations to engage today's learners and transform education to support 21st century skills. School leaders have the complex task of incorporating technologies to enhance teaching and learning. The 2009 NETS-A standards were used to define the dimensions of leader preparedness for a technology-rich environment. The research design used a quasi-experimental quantitative study to identify leaders' perceptions of technology leadership preparedness and to determine the impact of one program, the Quality-Plus Leader Academy (QPLA), on leaders' perceptions. Principals from a large Southeastern U.S. school district were surveyed. Data were analyzed using descriptive statistics and a one-way multivariate analysis of variance. The findings showed that principals' highest perceptions of technology leadership preparedness were for the 2009 NETS-A subscale digital citizenship. The subscale visionary leadership had the lowest mean score. There was a statistically significant difference of technology leadership preparedness perceptions between QPLA and non-QPLA participants, where QPLA participants perceived higher levels of preparedness on all five subscales.