Information and Communication Technology Leadership of School Administrators in Thailand

Abstract

This research aims to study the components and to do confirmatory factor analysis, and study the perceptions of ICT leadership of school administrators in Thailand. The results indicate that eight components of information and communication technology (ICT) leadership: developing a vision and administrative plans for the use of ICT in schools, establishing strategies for promoting teachers' and students' use of technology in instruction; developing plans for improving teachers' and supporting staff's technological skills; managing, supporting and facilitating an atmosphere conducive to the use of ICT and providing information technology (IT) resources; learning about meeting ICTrelated challenges with prudence and care; acting as a role model in applying ICT to daily personal and professional matters; sharing knowledge, opening up opportunities and creating an ICT culture in schools in order to develop a learning community, and overseeing and doing follow-up on data storage and data updates for the benefit of decision making and problem solving. Confirmatory Factor Analysis suggests that the components of IT and communication leadership correspond significantly with empirical data and school administrators' perceptions of ICT leadership for use to develop guidelines for efficiently and effectively improving the capacity of ICT school leaders.

School Technology Leadership and The Maker Movement

“…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).…”

Bildung im digitalen Wandel

“…Es braucht Kenntnisse darüber, wie bedeutsame Beziehungen auch in (sozialen) Netzwerken aufgebaut werden, in denen Austausch und Kooperationen erfolgen. Gleichermaßen müssen Lösungsmöglichkeiten für technische Herausforderungen entwickelt und umgesetzt werden (Apsorn, Sisan & Tungkunanan, 2019, Cabeen, 2020Gilmore & Deos, 2020;Ilomäki & Lakkala, 2018).…”

“…Damit verkörpern sie die Vision und erzeugen Resonanz. Auf diese Weise gelingt es, Kräfte zu bündeln und kreative Möglichkeitsräume zu schaffen (Apsorn et al, 2019, Cabeen, 2020Gilmore & Deos, 2020).…”

The influence of virtual instructional leadership on teachers’ commitment: A Malaysian e-leadership case study

“…The eruption of a limitless number of ICT innovations, which featuring new communication mediums and gadgets should be seen as an opportunity by school leaders in their instructional leadership practices. Virtual instructional leadership is a new term that currently gaining popularity among researchers and practitioners in educational leadership [4], [15], [16]. It refers to the incorporation of various ICT and communication tools to exercise instructional leadership [17].…”