Top

Published in:

06-08-2018 | Integrative Review

Supporting Learning Leaders for the Effective Integration of Technology into Schools

Authors: Rhonda Christensen, Koos Eichhorn, Sarah Prestridge, Dominik Petko, Henk Sligte, Rowland Baker, Ghaida Alayyar, Gerald Knezek

Published in: Technology, Knowledge and Learning | Issue 3/2018

Activate our intelligent search to find suitable subject content or patents.

search-config

AI-assisted search

Off

Abstract

Learning leaders have important roles in facilitating and supporting the effective and innovative integration of technology in schools. Many leaders who are charged with the task of technology integration have not received professional development to support a leadership role. Many teachers who assume the role of technology leaders develop into this role organically over time based on their recognized performance. School administrators may not have the skills to make decisions for technology integration for learning. Effective ICT learning leaders exhibit the ability to create a shared vision, remain pedagogically focused, and seek and contribute to on-going professional development. Recognizing characteristics of learning leaders who are innovators in technology integration is an important step in the overall improvement of education systems. This paper focuses on the role learning leaders have in the effective use of technology in the learning environment and the types of professional development that best support learning for these leaders. The paper also addresses the important role of assessment, in order to continue the quest to determine what technology-enhanced interventions and innovations work for whom, in what contexts, and under what conditions.

previous article Challenges for IT-Enabled Formative Assessment of Complex 21st Century Skills

next article Education Systems in the Digital Age: The Need for Alignment

Dont have a licence yet? Then find out more about our products and how to get one now:

Springer Professional "Wirtschaft+Technik"

Online-Abonnement

Mit Springer Professional "Wirtschaft+Technik" erhalten Sie Zugriff auf:

über 102.000 Bücher
über 537 Zeitschriften

aus folgenden Fachgebieten:

Automobil + Motoren
Bauwesen + Immobilien
Business IT + Informatik
Elektrotechnik + Elektronik
Energie + Nachhaltigkeit
Finance + Banking
Management + Führung
Marketing + Vertrieb
Maschinenbau + Werkstoffe
Versicherung + Risiko

Jetzt Wissensvorsprung sichern!

inform now

Springer Professional "Technik"

Online-Abonnement

Mit Springer Professional "Technik" erhalten Sie Zugriff auf:

über 67.000 Bücher
über 390 Zeitschriften

aus folgenden Fachgebieten:

Automobil + Motoren
Bauwesen + Immobilien
Business IT + Informatik
Elektrotechnik + Elektronik
Energie + Nachhaltigkeit
Maschinenbau + Werkstoffe

Jetzt Wissensvorsprung sichern!

inform now

Alghamdi, A., & Prestridge, S. (2015). Alignment between principal and teacher beliefs about technology use. Australian Educational Computing. http://journal.acce.edu.au/index.php/AEC/article/view/52. Accessed 11 Dec 2017.

Anderson, R. E., & Dexter, S. (2005). School technology leadership: An empirical investigation of prevalence and effect. Educational Administration Abstracts, 40(3), 49–82.CrossRef

Bass, B. M. (1990). From transactional to transformational leadership: Learning to share the vision. Organizational Dynamics, 18(3), 19–31. https://doi.org/10.1016/0090-2616(90)90061-s.CrossRef

Blitz, C. L. (2013). Can online learning communities achieve the goals of traditional professional learning communities? What the literature says. (REL 2013-003). Washington, DC: Regional Educational Laboratory Mid-Atlantic. Retrieved 11 Dec 2017 from http://ies.ed.gov/ncee/edlabs.

Bovey, W. H., & Hede, A. (2001). Resistance to organizational change: The role of cognitive and affective processes. Leadership & Organization Development Journal, 22(8), 372–382. https://doi.org/10.1108/01437730110410099.CrossRef

Bridges, J. W. (2003). Principal influence: Sustaining a vision for powerful new forms of learning using technology. Doctoral Dissertation. University of California at Los Angeles.www.learntechlib.org/p/45492

Burns, J. M. (1978). Leadership. New York, NY: Harper & Row.

Chang, I. H. (2012). The effect of principals’ technological leadership on teachers’ technological literacy and teaching effectiveness in Taiwanese elementary schools. Journal of Educational Technology & Society, 15(2), 328–340.

Davies, P. M. (2010). On school educational technology leadership. Management in Education, 24(2), 55–61. https://doi.org/10.1177/0892020610363089.CrossRef

Davis, S., Darling-Hammond, L., LaPointe, M., & Meyerson, D. (2005). Review of research, school leadership study: Developing successful principals. Stanford: Stanford Educational Leadership Institute and the Wallace Foundation.

Dawson, K., & Rakes, G. (2003). The influence of principals’ technology training on the integration of technology into schools. Journal of Research on Technology in Education, 35, 29–49.CrossRef

DeVita, C. (2010). Four big lessons from a decade of work. In Wallace Foundation (Ed.), Educational leadership: An agenda for school improvement (pp. 2–5). Available from http://wallacefoundation.org/knowledge-center/school-leadership/key-research/Documents/education-leadership-an-agenda-for-school-improvement.pdf. Accessed 11 Dec 2017.

Dweck, C. S. (2010). Mind-sets. Principal Leadership, 10(5), 26–29.

Egodawatte, G., McDougall, D., & Stoilescu, D. (2011). The effects of teacher collaboration in Grade 9 applied mathematics. Educational Research for Policy and Practice, 10, 189–209. https://doi.org/10.1007/s10671-011-9104-y.CrossRef

Ertmer, P. A., & Ottenbreit-Leftwich, A. (2013). Removing obstacles to the pedagogical changes required by Jonassen’s vision of authentic technology-enabled learning. Computers & Education, 64, 175–182.CrossRef

Ertmer, P. A., Ottenbreit-Leftwich, A. T., Sadik, O., Sendurur, E., & Sendurur, P. (2012). Teacher beliefs and technology integration practices: A critical relationship. Computers & Education, 59(2), 423–435.CrossRef

Franciosi, S. J. (2012). Transformational leadership for education in a digital culture. Digital Culture & Education, 4(1), 235–247.

Fullan, M. (1991). The new meaning of educational change. London: Cassell.

Fullan, M. (2001). Leading in a culture of change. San Francisco, CA: Jossey-Bass.

Fullan, M. (2010). All systems go. Thousand Oaks, CA: Corwin.

Fullan, M. (2014). The principal: Three keys to maximizing impact/Michael Fullan. San Francisco, CA: Jossey-Bass.

Guba, E. G., & Lincoln, Y. S. (1989). Fourth generation evaluation. Newbury Park, CA: Sage Publications.

Hallinger, P. (2003). Leading educational change: Reflections on the practice of instructional and transformational leadership. Cambridge journal of education, 33(3), 329–352. https://doi.org/10.1080/0305764032000122005.CrossRef

Harasim. (2012). Learning theory and online technologies. New York: Routledge.CrossRef

Hattie, J. A. C. (2003). Teachers make a difference: What is the research evidence? Paper presented at the Building Teacher Quality: What does the research tell us ACER Research Conference, Melbourne, Australia. Retrieved from http://research.acer.edu.au/research_conference_2003/4. Accessed 11 Dec 2017.

Hew, K. F., & Brush, T. (2007). Integrating technology into K–12 teaching and learning: Current knowledge gaps and recommendations for future research. Educational Technology Research and Development, 55(3), 223–252. https://doi.org/10.1007/s11423-006.CrossRef

Howell, J. M., & Avolio, B. J. (1993). Transformational leadership, transactional leadership, locus of control, and support for innovation: Key predictors of consolidated-business-unit performance. Journal of Applied Psychology, 78(6), 891–902. https://doi.org/10.1037/0021-9010.78.6.891.CrossRef

Hughes, M., & Zachariah, S. (2001). An investigation into the relationship between effective administrative leadership styles and the use of technology. International Electronic Journal for Leadership in Learning (IEJLL), 5(5). http://iejll.journalhosting.ucalgary.ca/iejll/index.php/ijll/article/view/498. Accessed 11 Dec 2017.

Hutchison, A., & Reinking, D. (2011). Teachers’ perceptions of integrating information and communication technologies into literacy instruction: A national survey in the United States. Reading Research Quarterly, 46(4), 312–333.CrossRef

International Society for Technology in Education (ISTE). (2018). ISTE standards for administrators. Available from https://www.iste.org/standards/for-education-leaders. Accessed 11 Dec 2017.

ISTE Standards for Administrators. (2011). NET•S for Administrators. www.iste.org/standards/standards/standards-for-administrators. Accessed 11 Dec 2017.

Jacobson, M. J., So, H.-J., Teo, T., Lee, J., Pathak, S., & Lossman, H. (2010). Epistemology and learning: Impact on pedagogical practices and technology use in Singapore schools. Computers & Education, 55(4), 1694–1706.CrossRef

Judge, T. A., & Piccolo, R. F. (2004). Transformational and transactional leadership: A meta-analytic test of their relative validity. Journal of Applied Psychology, 89(5), 755–768. https://doi.org/10.1037/0021-9010.89.5.755.CrossRef

Law, N., Pelgrum, W., & Plomp, T. (2008). Pedagogy and ICT use in schools around the world. Findings form the IEA SITES 2006 Study. Hong Kong: CERC/Springer.

Leithwood, K., Harris, A., & Hopkins, D. (2008). Seven strong claims about successful school leadership. School Leadership and Management, 28(1), 27–42. https://doi.org/10.1080/13632430701800060.CrossRef

Leithwood, K. A., & Riehl, C. (2003). What we know about successful school leadership. Nottingham: National College for School Leadership.

Lewin, K. (1943). Forces behind food habits and methods of change. Bulletin of the National Research Council, 108, 35–65.

Lieberman, A., & Miller, L. (2014). Chapter 1: Teachers as professionals: Evolving definitions of staff development. In L. Martin, S. Kragler, D. Quatroche, & K. Bauserman (Eds.), Handbook of professional development in education: Successful models and practices, Prek-12 (pp. 3–21). New York City: Guilford Publications.

Little, J. W. (1999). Organising schools for teacher learning. In L. Darling-Hammond & G. Sykes (Eds.), Teaching as the learning profession: Handbook of policy and practice (pp. 233–262). San Francisco: Jossey Bass.

Loveless, A. (2003). The interaction between primary teachers’ perceptions of ICT and their pedagogy. Education and Information Technologies, 8(4), 313–326.CrossRef

Macneill, N., Cavanagh, R. F., & Silcox, S. (2005). Pedagogic leadership: Refocusing on learning and teaching. IEJLL: International Electronic Journal for Leadership in Learning, 9(2). http://iejll.journalhosting.ucalgary.ca/iejll/index.php/ijll/article/view/402/64. Accessed 11 Dec 2017.

Meirink, J. A., Imants, J., Meijer, P. C., & Verloop, N. (2010). Teacher learning and collaboration in innovative teams. Cambridge journal of education, 40, 161–181.CrossRef

Mishra, A. K., & Spreitzer, G. M. (1998). Explaining how survivors respond to downsizing: The roles of trust, empowerment, justice, and work redesign. Academy of Management Review, 23(3), 567–588. https://doi.org/10.2307/259295.CrossRef

Mulford, B. (2003). School leaders: Changing roles and impact on teacher and school effectiveness. A paper commissioned by the Education and Training Policy Division, OECD for the Activity Attracting, Developing and Retaining Effective Teachers. Available http://www.oecd.org/edu/teacherpolicy. Accessed 11 Dec 2017.

National Association of Secondary School Principals and National Association of Elementary School Principals. (2013). Leadership matters: What the research says about the importance of principal leadership. Reston, VA: NASSP. Available from http://www.nassp.org. Accessed 11 Dec 2017.

Northouse, P. G. (2016). Leadership: Theory and practice (7th ed.). Singapore: Sage Publications.

Pater, C., Sligte, H., & van Eck, E. (2012). Verklarende evaluatie, een methodiek. [Explanatory evaluation, a method]. Amsterdam: Kohnstamm Instituut.

Pawson, R., & Tilley, N. (1997). Realistic evaluation. London: SAGE Publications.

Pelgrum, W. J. (1993). Attitudes of school principals and teachers towards computers: Does it matter what they think? Studies in Educational Evaluation, 19(2), 199–212. https://doi.org/10.1016/0191-491X(93)90007-E9022-5.CrossRef

Prestridge, S. (2007). Engaging with the transforming possibilities of ICT: A discussion paper. Australian Educational Computing, 22(2), 3–9.

Prestridge, S. (2017a). Examining the shaping of teachers’ pedagogical orientation for the use of technology. Technology, Pedagogy and Education, 26(4), 367–381.CrossRef

Prestridge, S. (2017b). Conceptualising self-generating online teacher professional development. Technology, Pedagogy and Education, 26(1), 85–104. https://doi.org/10.1080/1475939X.2016.1167113.CrossRef

Prestridge, S., & Tondeur, J. (2015). Exploring elements that support teacher’s engagement in online professional development. Education Sciences, 5(3), 199–219.CrossRef

Reio, T. G., Jr., & Lasky, S. L. (2007). Teacher risk taking changes in the context of school reform: A sociocultural and cognitive motivational perspective. In D. M. McInerney & S. Van Etton (Eds.), Standards in education: Vol. 7. Research on sociocultural influences on motivation and learning (pp. 13–32). Charlotte, NC: Information Age Publishing.

Richardson, J. W., Flora, K., & Bathon, J. (2013). Fostering a school technology vision in school leaders. National Council of Professors of Educational Administration (NCPEA) International Journal of Educational Leadership Preparation, 8(1), 144–161.

Riel, M., & Becker, H. (2008). Characteristics of teacher leaders for information and communication technology. In J. Voogt & G. Knezek (Eds.), International handbook of information technology in primary and secondary education (pp. 397–417). New York: Springer.CrossRef

Sanfelippo, J. (2017). Future ready students. Keynote address to the Future Ready Schools Institute, Sacramento, California, November 14–15, 2017.

Schleicher, A. (Ed.). (2012). Preparing teachers and developing school leaders for the 21st century: Lessons from around the world. Paris: OECD Publishing. https://doi.org/10.1787/9789264174559-en.

Schrum, L., & Levin, B. B. (2012). Evidence-based strategies for leading 21st century schools. Thousand Oaks, CA: Sage.

Shipley, W. (2009). Examining teacher collaboration in a kindergarten building: A case study (Unpublished doctoral dissertation). Duquesne University, Pittsburgh.

Simonson, M., Schlosser, C., & Orellana, A. (2011). Distance education research: A review of the literature. Journal of Computing in Higher Education, 23(2–3), 124–142.CrossRef

Snoek, M. (2014). Developing teacher leadership and its impact in schools. Amsterdam: Digital Academic Repository, University of Amsterdam.

Staples, A., Pugach, M. C., & Himes, D. (2005). Rethinking the technology integration challenge: Cases from three urban elementary schools. Journal of Research on Technology in Education, 37(3), 285–311.CrossRef

Stuart, L. H., Mills, A. M., & Remus, U. (2009). School leaders, ICT competence and championing innovations. Computers & Education, 53(3), 733–741.CrossRef

Tan, S. C. (2010). Technology leadership: Lessons from empirical research. In Proceedings of ASCILITE—Australian Society for Computers in Learning in Tertiary Education Annual Conference 2010 (pp. 891–895). Australasian Society for Computers in Learning in Tertiary Education. Retrieved 11 Jan 2018 from https://www.learntechlib.org/p/45492/.

Thomas, L., & Knezek, D. (2008). Information, communications, and educational technology standards for students, teachers, and school leaders. In J. Voogt & G. Knezek (Eds.), International handbook for information technology in primary and secondary education (pp. 333–347). Amsterdam: Springer.

Trust, T., Krutka, D. G., & Carpenter, J. P. (2016). “Together we are better”: Professional learning networks for teachers. Computers & Education, 102, 15–34.CrossRef

UNESCO. (2011). UNESCO ICT competency framework for teachers. Paris, France: United Nations Educational, Scientific and Cultural Organization. Available http://www.unesco.org/new/en/unesco/themes/icts/teacher-education/unesco-ict-competency-framework-for-teachers. Accessed 11 Dec 2017.

UNESCO. (2017). ICT in education: Mobile learning week. Paris, France, March 20–24. Available http://www.unesco.org/new/en/mlw. Accessed 11 Dec 2017.

Venezky, R.L., & Davis, C. (2002). Quo Vademus? The Transformation of Schooling in a Networked World. Retrieved from http://www.oecd.org/dataoecd/48/20/2073054.pdf. Accessed 11 Dec 2017.

Visser, R. D., Evering, L. C., & Barrett, D. E. (2014). #TwitterforTeachers: The implications of Twitter as a self-directed professional development tool for K-12 teachers. Journal of Research on Technology in Education, 46(4), 396e413. https://doi.org/10.1080/15391523.2014.925694.CrossRef

Voogt, J., Fisser, P., Tondeur, J., & Van Braak, J. (2012). Technological pedagogical content knowledge (TPACK)—A review of the literature. Journal of Computer Assisted learning. https://doi.org/10.1111/j.1365-2729.2012.00487.x.

Voogt, J., Sligte, H. W., van den Beemt, A., van Braak, J., & Aesaert, K. (2016). E-didactiek. Welke ict-applicaties gebruiken leraren en waarom? [E-didactics. What ICT-applications do teachers use and why?]. Amsterdam: Kohnstamm Instituut.

Wang, G., Oh, I.-S., Courtright, S. H., & Colbert, A. E. (2011). Transformational leadership and performance across criteria and levels: A meta-analytic review of 25 years of research. Group and Organization Management, 36(2), 223–270. https://doi.org/10.1177/1059601111401017.CrossRef

Whitehead, B. M., Jensen, D., & Boschee, F. (2003). Planning for technology: A guide for school administrators, technology coordinators and curriculum leaders. Thousand Oaks, CA: Corwin.

York-Barr, J., & Duke, K. (2004). What do we know about teacher leadership? Findings from two decades of scholarship. Review of Educational Research, 74(3), 255–316. https://doi.org/10.3102/00346543074003255.CrossRef

Yukl, G. A. (2012). Leadership in organizations (8th ed.). Harlow, GB: Pearson Education.

Title: Supporting Learning Leaders for the Effective Integration of Technology into Schools
Authors: Rhonda Christensen
Koos Eichhorn
Sarah Prestridge
Dominik Petko
Henk Sligte
Rowland Baker
Ghaida Alayyar
Gerald Knezek
Publication date: 06-08-2018
Publisher: Springer Netherlands
Published in: Technology, Knowledge and Learning / Issue 3/2018
Print ISSN: 2211-1662
Electronic ISSN: 2211-1670
DOI: https://doi.org/10.1007/s10758-018-9385-9

Springer Professional

Abstract

Please log in to get access to your license.

Dont have a licence yet? Then find out more about our products and how to get one now:

Springer Professional "Wirtschaft+Technik"

Springer Professional "Technik"

Other articles of this Issue 3/2018

Education Systems in the Digital Age: The Need for Alignment

Sustainability and Scalability in Educational Technology Initiatives: Research-Informed Practice

Integrating Academic and Everyday Learning Through Technology: Issues and Challenges for Researchers, Policy Makers and Practitioners

Upbringing in a Digital World: Opportunities and Possibilities

Creating Future Ready Information Technology Policy for National Education Systems

Digital Agency: Empowering Equity in and through Education

Premium Partners