Technology Leadership: Ten Essential Buttons for Understanding Technology Integration in the 21st Century.

Bailey, Gerald D.

doi:10.4148/0146-9282.1425

Cited by 11 publications

(5 citation statements)

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“…There was a positive correlation in the effective use of technology in the classroom. Bailey (2000) stated the essential elements for understanding technology integration and leadership in the 21st century. Bailey stated what technology leaders need to know concerning technology integration, such as change, curriculum, ethics, infrastructure, safety and security, staff development, teaching/learning, technology planning, technical support, and technology leadership.…”

Section: Uğur and Koç -Leading And Teaching With Technologymentioning

confidence: 99%

Leading and Teaching with Technology: School Principals’ Perspective

Uğur¹,

Koç²

2019

IJELM

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Technology has changed the way people live, from use of the Internet to the way they communicate with text messages and e-mails. This change is also evident in the education system. This study traced how principals' leadership roles have changed in the school setting because digital natives and society, in general, have become technologically savvy. The findings for this study were generated from interviews and observations of high school principals. This qualitative research study revealed that administrators are apprehensive about social media in the classroom and that they need to become more familiar with it to better implement technology effectively in the classroom. To ease their apprehension, principals need to change their ways of thinking about social media's use. Professional development in technology skills needs to be more available and flexible for principals to become a more visionary technology leader in the 21 st digital educational environment.

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Section: Uğur and Koç -Leading And Teaching With Technologymentioning

confidence: 99%

Leading and Teaching with Technology: School Principals’ Perspective

Uğur¹,

Koç²

2019

IJELM

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“…Research indicates that teachers need considerable support to integrate technology into the curriculum, including a nurturing work environment that provides opportunities for teachers to take risks and collaborate with one another (Bailey, 1996). MacNeil and Delafield (1998) argued that a faculty that becomes more comfortable with the ideas of technology will more easily integrate it into the curriculum.…”

Section: What Promising Practices In the Area Of Technology Does Cartmentioning

confidence: 99%

Promising Practice of Technology Integration in Math and Science Instruction: A Case of California Charter High School

Ojose¹

2009

IES

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This study was conducted to examine the promising practice of using technology in teaching math and science in a charter high school in California. The research employed an in-depth qualitative case study method. The main participants were principals, lead teachers, teachers, and support staff. Interviews, observations, and archival documents were the main data collection tools. The study found that the practice of using technology in teaching by the school, Center for Advanced Research and Technology (CART), has lead to positive educational outcomes. These include increased student achievement in standardized test scores, increased motivation, growth in mean GPA, less behavior problems from students, and improved school attendance by students. Implications for policy and practice were discussed.

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“…Support from principals is crucial in determining whether teachers will integrate technology into their classrooms. This support requires that principals have basic technology skills and standards from which to work (Bailey 1997). As well as this, principals need to provide leadership by creating a vision, sharing the vision, acquiring funding, planning and coordinating the process of introducing technology, developing the curriculum, training, and setting the technology standards that will provide the basis for administrators' knowledge (Banoğlu 2011).…”

Section: Introductionmentioning

confidence: 99%

“…Competencies can be both observable and non-observable. Bailey (1997) Cakir (2012) showed that school administrator, who has the primary responsibility for technology integration in the schools, and computer teachers, who play an important role in the integration of technologies in the classroom, need to have a great interest in and a highly positive attitude towards technology integration.…”

Section: Introductionmentioning

confidence: 99%

Developing the Principal Technology Leadership Competency Indicators for Technical High Schools in K-12 in Taiwan

Shyr

2017

EURASIA J MATH SCI T

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The purpose of this study was to develop principal technology leadership competency indicators for technical high schools in K-12 in Taiwan in order to improve the effectiveness of school administration and teaching. In the first part of the study, five experts in the technology leadership field are interviewed to explore the technology leadership theorem model. In the second part of the study, eighteen experts in technology leadership and principals of technical high schools are recruited as subjects. Using the Delphi technique, questionnaires are constructed to assess competency indicators for principal technology leadership. In the third part of the study, the data from the questionnaire are analyzed using a KS-test and Kruskal-Wallis one-way analysis of variance by ranks. Finally, six dimensions and thirty competency indicators of the principal technology leadership of technical high schools in K-12 in Taiwan were established.

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Technology Leadership: Ten Essential Buttons for Understanding Technology Integration in the 21st Century.

Abstract: This article serves to provide the framework for understanding the ingredients of successful technology integration in public schools. The "ten button" format of this article is the guiding document for understanding each of the subsequent articles

Cited by 11 publications

References 0 publications

Leading and Teaching with Technology: School Principals’ Perspective

Leading and Teaching with Technology: School Principals’ Perspective

Promising Practice of Technology Integration in Math and Science Instruction: A Case of California Charter High School

Developing the Principal Technology Leadership Competency Indicators for Technical High Schools in K-12 in Taiwan

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