Trends in 'Technology Leadership' Research in Education: Scoping Review

Abstract

The rapid development of technology and the effective use of technology in education systems have revealed the concept of technology leadership. In this study, a total of 32 master's and doctoral dissertations on 'technology leadership' published in the National Thesis Center of Turkey (YÖKTEZ) between 2009-2020 were examined. PRISMA (2009) model was preferred in the selection of published thesis studies. This review was carried out using the Scopping Review method of Arksey and O'Malley (2005). In this direction, the scope of the research consisted of 28 master's and 1 doctoral thesis ‘in the field of education and training’, ‘the language of publication is Turkish’, which ‘has the conditions of publication and permission’. Of the examined studies, 26 were conducted using quantitative, 2 qualitative and 1 mixed research method. In the sample distributions in the studies, it is seen that there are 52% teacher participants and 24% administrator participants. When the findings of the studies were examined, it was determined that school administrators' self-efficacy regarding technology leadership, role perceptions and teacher views on technology leadership were the most researched dependent variables. In studies on ISTE (International Society for Technology in Education) and NETS-A (National Educational Technology Standards for Administrators) standards, it has been concluded that school administrators are seen as technology leaders. When the literature is examined, it is seen that the studies on technology leadership in education have increased in recent years, but doctoral studies are not sufficient in the general distribution.

Öğretmenlerin Dijital Yeterliliklerinin Farklı Değişkenlere Göre İncelenmesi

“…As such, it is evident that the digital skills of teachers will play a crucial role in the future of education. In addition, it will be very important for teachers to be technology leaders and to emphasise the studies on this subject in the literature in terms of reflecting the digital competences of teachers (Korkmaz, Kutlu& Yavuz, 2022). Bozkurt (2020) reports that in order for teachers to have digital competencies, their current skills should be evaluated and opportunities should be provided for them to develop their skills.…”