Technology Leadership Perceptions of Utah Elementary School Principals

Esplin, Nathan L.; Stewart, Courtney; Thurston, Travis N.

doi:10.1080/15391523.2018.1487351

Cited by 25 publications

(32 citation statements)

References 14 publications

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“…However, not all principals can effectively lead and execute the ICT strategic planning process [15] [16]. Moreover, some principals are unconfident and lack of competency to handle the matters related to ICT integration in schools [17].…”

Section: Problem Statementsmentioning

confidence: 99%

“…By examining this situation, a study needs to be conducted to identify the influence of principals' technology leadership on teachers' mobile technology integration based on the model of National Educational Technology Standards for Administrations (NETS-A). Previously, the NETS-A has proven its impact on 21st Century technology integration [18], educational administrator readiness [17], teacher ICT competence [19] as well as professional development [20]. Therefore, the NETS-A should be introduced to examine its impact on the use of the latest ICT devices that enhance the quality of teaching and learning [15].…”

Section: Problem Statementsmentioning

confidence: 99%

“…Studies involving NETS-A have been carried out in several countries. For example, [17] found that most principals in the United States still lacked the NETS-A standards as a whole. In Turkey, only 55% of principals agree with the criteria proposed by the NETS-A.…”

Section: Figure 1 Five Elements Of Nets-a Modelmentioning

confidence: 99%

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Mobile Technology Integration in the 2020s: The Impact of Technology Leadership in the Malaysian Context

Omar¹,

Ismail²

2020

ujer

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Mobile technology is a growing technology in the education system around the world. Today's educational resources are easily accessible by using mobile technology at anytime and anywhere. As mobile technology is so essential, principals should play a vital role in stimulating teachers' efforts to use these devices as teaching aids in the classroom. Therefore, the purpose of this study is to identify the level of technology leadership, mobile technology integration and the relationship between the two variables. In addition, the study examines the influence of principals' technology leadership dimensions such as visionary leadership, digital age learning culture, excellence in professional practice, systemic improvement, and digital citizenship as predictors of teachers' mobile technology integration in teaching. A total of 376 secondary school teachers in the state of Kedah, Northern of Malaysia were selected as respondents through a quantitative approach involving systematic random sampling. This study also uses two instruments, namely the Principals Technology Leadership Assessment (PTLA) based on the NETS-A and UTAUT2. The results of the data analysis revealed that there is a strong positive relationship between principals' technology leadership and teachers' mobile technology integration in teaching process. Meanwhile, the findings also predicted that visionary leadership, systemic improvement and digital citizenship were the most significant contributors in influencing teachers to integrate mobile technology at secondary schools.

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Section: Problem Statementsmentioning

confidence: 99%

Section: Problem Statementsmentioning

confidence: 99%

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Mobile Technology Integration in the 2020s: The Impact of Technology Leadership in the Malaysian Context

Omar¹,

Ismail²

2020

ujer

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“…Therefore, the question that arises is what the best character for principals to implement to raise the ability of teachers to use ICT in schools is? Previously, studies by Esplin, Stewart, Thurston [14] and Yu and Prince [15] suggested principals should understand and deepen the character as a technology leader recommended by the National Educational Technology Standards for Administration (NETS-A). Proven through their research, a technology leader can trigger a teacher's ability in using ICT in the classroom.…”

Section: Introductionmentioning

confidence: 99%

The authority of principals’ technology leadership in empowering teachers’ self-efficacy towards ICT use

Ismail

Omar

Raman

2021

IJERE

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<span>The application of information technology and communication (ICT) in education has a significant impact on teachers. Administrators pressure them to use ICT to improve the quality of teaching and to learn in the classroom. However, teachers are still skeptical of the ability to embody pedagogical strategies through the use of ICT. The purpose of this study was to explore the relationship between principals’ technology leadership and teachers’ self-efficacy. The study also determined the dimensions of technology leadership that are predictors to the empowerment of teachers' self-efficacy in using ICT. There are two instruments used, namely NETS-A and TSES. The respondents of the study consisted of 376 teachers in Malaysia. The study was conducted based on a quantitative approach, and respondents were selected through multi-level sampling. The results of the t-test found no significant difference for the gender of teachers on the improvement of self-efficacy. Through correlation testing, there was a moderate relationship between technology leadership and teachers’ self-efficacy. Even so, there is 24% of the influence of technology leadership that affects teachers' self-efficacy. Two contributing dimensions are excellence in professional practice and digital citizenship. In summary, principals can generate a revival of teachers' self -efficacy if they wisely encourage them to use ICT. Principals should be role models to teachers and students in ensuring that the concept of pedagogy in the classroom is always carried out through an ICT approach.</span>

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“…Technology leadership that provides educational technology being used effectively plays a vital role on school goals (Anderson & Dexter, 2005;Papa, 2011;Schiller, 2003). In recent years technology leadership in education has been a topic for extensive researches in a global context (Alenezi, 2017;Apsorn et al, 2019;Chang, 2019;Esplin et al, 2018;Gallego-Arrufat et al, 2017;Gonzales, 2019;Moreira et al, 2019;Raman et al, 2019;Thannimalai & Raman, 2018). In order to reveal what the studies conducted present exactly, two studies that can also be called as the current literature's tomography are like a road map for researchers within the context of technology leadership (Dexter, Richardson & Nash et al, 2016;Dexter & Richardson, 2020).…”

Section: Technology Leadershipmentioning

confidence: 99%

School Technology Leadership and The Maker Movement

Sincar¹,

Önen²

2021

iedres

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The developments and changes that have been made in the world affect the educational, health or economic systems of the countries. This situation requires the schools to renew themselves. In the recent year the Covid-19 pandemic that has been experienced all around the world has accelerated this process. It showed clearly that schools should be the places where real life experiences are taught and integrated with life. Regarding this, it was aimed to present a detailed perspective about maker movement and technology leadership that are closely related to the point of view that schools should be the life itself. Accordingly, a general perspective about leadership has been summarized shortly at the beginning of the study and then technology leadership and maker movement have been presented in a detailed way and reflections of technology leadership and maker movement have been discussed. Lastly, some suggestions have been proposed for both teachers and school principals.

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Technology Leadership Perceptions of Utah Elementary School Principals

Cited by 25 publications

References 14 publications

Mobile Technology Integration in the 2020s: The Impact of Technology Leadership in the Malaysian Context

Mobile Technology Integration in the 2020s: The Impact of Technology Leadership in the Malaysian Context

The authority of principals’ technology leadership in empowering teachers’ self-efficacy towards ICT use

School Technology Leadership and The Maker Movement

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