Principal Leadership for Technology-enhanced Learning in Science

Gerard, Libby; Bowyer, Jane; Linn, Marcia C.

doi:10.1007/s10956-007-9070-6

Cited by 25 publications

(12 citation statements)

References 42 publications

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“…Specifically, with the highest mean value of 4.42, technology leadership practices among principals of daily secondary schools focus on systemic improvement as compared to other dimensions. This finding is in line with the statement that administrators play an important role as technology leaders (Anderson & Dexter, 2005;Dikkers, Hughes, & McLeod, 2005;Fletcher, 2009;Gerard, Bowyer, & Linn, 2008;ISTE, 2007;McLeod, 2008;Slenning, 2000). Every effort towards technology use in schools will be in jeopardy unless school administrators become active technology leaders in schools (Anderson & Dexter, 2005).…”

Section: Discussionsupporting

confidence: 77%

Malaysian Principals’ Technology Leadership Practices and Curriculum Management

Hamzah¹,

Juraime²,

Mansor³

2016

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School leaders face challenges in using technology to upgrade teaching and learning processes in the twenty-first century as they must also become role models in its usage. Thus technology must be used not only for teaching and learning processes, but also in their organisational management. The aim of this research is first, to identify the level of technology leadership and competency in curriculum activity management among secondary school principals in Malaysia; second, to determine if technology leadership practices and curriculum activity management differ based on school location; third, to analyse if there is a correlation between technology leadership and competency of curriculum activity management. This quantitative style research used questionnaire for data collection involving 341 randomly selected Malaysian principals. Data collected was then analysed using descriptive and inference analysis. Findings show that Malaysian principals practice technology leadership at a very high level, and are also very competent at managing curriculum activity. T-test analysis found that urban principals' technology leadership practices are significantly higher than their rural counterparts, but their curriculum management competencies are at the same level. Findings also show that there is a low yet significant correlation between technology leadership and curriculum management competencies. In light of this information, we recommend further in-depth studies to explore the rural-urban gap technology leadership scenario, thus finding possible solutions in narrowing the academic achievement gap between rural and urban schools.

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Section: Discussionsupporting

confidence: 77%

Malaysian Principals’ Technology Leadership Practices and Curriculum Management

Hamzah¹,

Juraime²,

Mansor³

2016

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“…It also shows that there are many ways for professional development to improve inquiry outcomes through inquiry workshops, curriculum development experience, mentoring, and peer collaboration. We need additional studies of the many experience factors as well as investigations of the potentially beneficial effects of specific professional development practices to fully understand the role of teacher experience (Gerard, Bowyer, & Linn, 2008;Lewis, Perry, & Murata, 2006).…”

Section: Discussionmentioning

confidence: 99%

How do technology‐enhanced inquiry science units impact classroom learning?

et al. 2009

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We investigated how student understanding of complex science topics was impacted when 27 teachers switched from typical to inquiry instruction in a delayed cohort comparison design study. For the same set of science topics, the teachers used typical methods of instruction in the first year and online, visualization rich inquiry units in the second year. Both cohorts of students were tested on knowledge integration at the end of both school years. We obtained students' knowledge integration estimates by applying an Item Response Theory analysis based on a Rasch Partial Credit Model. We used a mixed effects analysis of variance to investigate effects related to inquiry instruction, teaching context, and science course. We found significant main effects of inquiry instruction and teaching context as well as significant interaction effects between inquiry instruction and science course and between inquiry instruction and teaching context on student knowledge integration. We triangulate these findings with teacher surveys, interview transcripts and project records to explore potential factors associated with successful implementation of inquiry instruction. ß 2009 Wiley Periodicals, Inc. J Res Sci Teach 47: [71][72][73][74][75][76][77][78][79][80][81][82][83][84][85][86][87][88][89][90] 2010

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“…Working with multiple teachers from the same school played a powerful role, studies suggest, in supporting teachers to add, distinguish, and integrate ideas in technology-enhanced science instruction (Cleland et al, 1999; Gerard, Bowyer, & Linn, 2007; Gerard, Bowyer, et al, 2010; Penuel et al, 2008; Penuel & Yarnall, 2005; Rodruiguez & Zozakiewicz, 2007; Songer et al, 2002; Williams, 2008). Collegial collaboration had a positive effect on teachers’ frequency of technology use, the degree to which teachers felt prepared to support inquiry with technology, and teachers’ use of technology to improve student science understanding.…”

Section: The Role Of Professional Development Design In Technology-enmentioning

confidence: 99%

Professional Development for Technology-Enhanced Inquiry Science

Gerard

Varma

Corliss

et al. 2011

Review of Educational Research

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121

102

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The knowledge integration framework is used to analyze studies on professional development in technology-enhanced science involving more than 2,350 teachers and 138,0000 students. The question of how professional development enhances teachers’ support for students’ inquiry science learning is the focus of the work. A literature search using the keywords technology, professional development, and science identified 360 studies from the past 25 years, 43 of which included multiple data sources and reported results for teachers and/or students. Findings suggest that professional development programs that engaged teachers in a comprehensive, constructivist-oriented learning process and were sustained beyond 1 year significantly improved students’ inquiry learning experiences in K–12 science classrooms. In professional development programs of 1 year or less, researchers encountered common technical and instructional obstacles related to classroom implementation that hindered success. Programs varied most considerably in terms of their support for teachers’ use of evidence to distinguish effective technology-enhanced practices.

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Principal Leadership for Technology-enhanced Learning in Science

Cited by 25 publications

References 42 publications

Malaysian Principals’ Technology Leadership Practices and Curriculum Management

Malaysian Principals’ Technology Leadership Practices and Curriculum Management

How do technology‐enhanced inquiry science units impact classroom learning?

Professional Development for Technology-Enhanced Inquiry Science

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