Leading and Teaching with Technology: School Principals’ Perspective

Abstract

Technology has changed the way people live, from use of the Internet to the way they communicate with text messages and e-mails. This change is also evident in the education system. This study traced how principals' leadership roles have changed in the school setting because digital natives and society, in general, have become technologically savvy. The findings for this study were generated from interviews and observations of high school principals. This qualitative research study revealed that administrators are apprehensive about social media in the classroom and that they need to become more familiar with it to better implement technology effectively in the classroom. To ease their apprehension, principals need to change their ways of thinking about social media's use. Professional development in technology skills needs to be more available and flexible for principals to become a more visionary technology leader in the 21 st digital educational environment.

Views of Psychosocial and Organizational Dimensions: The Case of Two Elementary School Leaders

“…That is, the framework utilized in this study draws attention to not only whether leaders have time for reflection but also whether they are open to identifying their immunities to change and altering their own personal beliefs that might get in the way of change. Ugur and Koc (2019), in a study of leaders' views of technology, indicated that administrators interviewed had strong beliefs that technology should be implemented. Juxtaposed with the current framework, questions may be raised about the possibility of such principals being transparent about their belief systems (e.g., technology, data analysis within teams) with others in the school, and additionally being open to how one's belief system might prevent one from seeing others' perspectives and validating those other perspectives.…”

The Training Needs of Educational Leaders in Jordanian Private Universities (An Empirical Study)

“…They must develop their ability to develop a vision for the use of technology in the institution in the future. They must develop their ability to integrate technology in the learning environment and realize the significance of such integration (Uğur & Koç, 2019) 8. Empirical Studies: Hayat et al (2015) explored the training needs of high school principals in Shiraz, Iran.…”

Developing a theoretical model to examine factors affecting school leadership effectiveness

“…There is no denying the role of information technology in improving the quality of school instructions (Afshari et al, 2009). Especially, the latest advancements of artificial intelligence, automation, and educational technology, etc., have brought an extremely diverse and rich knowledge flatform, and useful tools for school leaders, making access to professional knowledge and academic community much simpler and simultaneously maximizing the effectiveness of school leadership (Tam et al, 2017;Uğur & Koç, 2019). Inevitably, education during the COVID-19 pandemic has changed dramatically with the distinctive rise of e-learning thanks to the advancement of information technology.…”

“…educational management software, cloud computing, STEM materials or robotics, etc., can come to schools depends on the innovative thinking and courage of school leaders (Sincar, 2013). The advancement of science and technology entails high investment and training costs, and schools may be faced with solving problems regarding the effectiveness and quality of training programs (Sincar, 2013;Uğur & Koç, 2019). The explosion of educational technology will then create non-traditional modes of educational leadership and gradually change perspectives and approaches to school management and leadership.…”

“…Effective school leaders are, thus, expected to be pioneers in digital transformation, paying adequate attention to continuously making use of latest educational techniques and technologies. It is socially required that school leaders regularly hone and foster technological skills, especially those related to technology 4.0 application, to maximize the effectiveness of leadership and management and then improve the quality of education (Uğur & Koç, 2019).…”