The Role of Principals in Learning Schools to Support Teachers’ Use of Digital Technologies

Tołwińska, Bożena

doi:10.1007/s10758-021-09496-4

Cited by 10 publications

(5 citation statements)

References 14 publications

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“…The essence of TL practices is acknowledged to bring about a change in attitudes, feelings, behaviors, and performance with individuals (Creighton, 2011). By extension of these leadership practices, the key role in transforming school culture into LO culture is attributed to school principals (Harris & Jones, 2018; Tołwinska, 2021). A large body of research has accordingly shown that TL practices must accommodate cognitive, metacognitive, and sociocultural shifts in teachers' “personal mastery” and “team learning” professional learning orientations as part of the school’s LO culture (Law et al, 2011; Dexter, 2011; Herring et al, 2014; MacGilchrist et al, 2004; Sheppard et al, 2009).…”

Section: Introductionmentioning

confidence: 99%

Role of School Principals’ Technology Leadership Practices in Building a Learning Organization Culture in Public K-12 Schools

Banoğlu

Vanderlinde

Çetin

et al. 2022

Journal of School Leadership

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A principal’s technology leadership (TL) practices can facilitate information and communication technologies (ICT) integration into K-12 schools, alongside a drastic change in teachers' organizational behaviors to accompany this technological and cultural transformation process. However, there is little evidence of which TL practices contribute to such a holistic change in school culture; that is, the learning organization (LO) culture stimulating teachers' individual and collective professional learning orientations in tandem. The purpose of this paper is twofold. The first is to identify distinct profiles of LO culture in schools, based on teachers’ professional learning orientations. The second is to explore how a principal’s TL practices are related to teachers’ endorsement of these LO profiles. Data were drawn from 1105 teachers and 58 principals in 69 K-12 schools in Turkey. Multilevel latent profile analysis was used to uncover latent LO profiles with similar professional learning orientations. The resulting profiles were regressed on principals' TL practices, measured against the International Society for Technology in Education-Administrators (ISTE-A) standards. Teachers' professional learning orientations fell into high, moderate, and low-level LO profiles. The “systemic improvement” ISTE-A standard, including TL practices such as a principal’s data-driven decision making, school benchmarking, and technology-oriented staff employment, proved to be a significant predictor of a high-level LO profile. The school stage and teacher’s age were also found to be associated with that profile. Overall, we conclude that TL practices may have far-reaching implications for teachers’ professional learning orientations and school culture.

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Section: Introductionmentioning

confidence: 99%

Role of School Principals’ Technology Leadership Practices in Building a Learning Organization Culture in Public K-12 Schools

Banoğlu

Vanderlinde

Çetin

et al. 2022

Journal of School Leadership

View full text Add to dashboard Cite

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“…Stronger communication could be the key to developing a common understanding of digital transformation and, building on this, to further developing the various digital dimensions collaboratively. In this context, Tołwińska ( 2021 ) noted that the quality of work in schools can be improved if teachers contribute their knowledge and skills to these processes. The digital competencies of teachers play an important role in related change processes, since teachers who have a higher level of digital competencies perceive the ease of use of ICT (and consequently its usefulness) better (Baturay et al, 2017 ).…”

Section: Discussionmentioning

confidence: 99%

“…It is of importance that all school stakeholders agree on what digital transformation means for their school and what part the individual status groups must contribute so that the transformation process can be shaped successfully. A constructive trial-and-error culture can help to quickly solve potential problems and optimize the transformation process (Tołwińska, 2021 ).…”

Section: Discussionmentioning

confidence: 99%

Same, but Different? Digital Transformation in Swiss Vocational Schools from the Perspectives of School Management and Teachers

et al. 2022

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The COVID-19 pandemic has further highlighted the importance of the digital transformation of educational organizations. The effects of this transformation process are not limited to the classroom level but extend into various areas of the school, such as Equipment and Technology, Strategy and Leadership, Organization, Employees, and Culture. Against this background, we assessed the status quo of the digital transformation in Swiss vocational schools from the perspective of both school management members and teachers. For this endeavor, two surveys were conducted: the first one in the period from November 2019 to January 2020 (school management members) and the second one between June and September 2020 (teachers). In total, 202 school management members and 1,739 teachers from 62 schools participated in the study. The results of the analyses indicate that the digitization-related dimensions of Strategy and Leadership, as well as Pedagogical IT Support, were perceived better by school management members, whereas teachers considered the areas of Digital Competencies, Attitudes, and Culture to be more advanced. Furthermore, linear regression models show that the dimensions considered important when assessing the status quo of digital transformation differ between the groups. The results emphasize the importance of communication between and the inclusion of all school stakeholders for the successful management of the digital transformation.

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“…Competent technology-user teachers can help their colleagues integrate technology while considering lesson content and pedagogical approaches. However, not all of them can help their colleagues reflect on their attitudes about using technology for teaching and learning [22] [37]. Therefore, a culture of mutual learning is required to reduce the resistance of ICT use [38].…”

Section: Discussionmentioning

confidence: 99%

Structural Characterization of Factors for the Digital Training of Public Primary School Teachers: The Peruvian Case

Del-Valle-Rojas,

Callupe-Ricaldi,

Ruiz-Ruiz

2023

Proceedings of the 21th LACCEI International Multi-Conference for Engineering, Education and Technology (LACCEI 2023): “Leaders

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The aim of this study was to determine the key factors of the digital teacher training system in public primary schools, which aims to improve teachers' digital competence. Digital competence is defined as the creative, critical, and safe use of Information and Communication Technologies (ICT) [1]. Worldwide, several countries use within their digital training programs institutional frameworks such as the European Framework for the Digital Competence of Educators, the International Society for Technology in Education (ISTE) and/or UNESCO [2] [3]. In Peru, the Framework for Good Teaching Performance, a guiding document for public teachers, only encourages its use according to the purpose of the learning session. In 2020, the Closing Digital Divide strategy revealed that 81% of public teachers required training to integrate technologies into their pedagogical practice. This study used structural analysis to analyse key factors in teachers' training to improve their digital competence. Results showed that among the key factors of the training system were the differentiated support in the use of ICT, the courses based on the participants' profile, the blended learning model, the technological infrastructure within the institutions and the creation of digital competence within the Framework of Teaching Performance. The results provide support to provide guidance to create the required digital training for teachers. Future research should evaluate digital teacher training policies, as well as the role of the school leaders in the implementation of ICT.

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The Role of Principals in Learning Schools to Support Teachers’ Use of Digital Technologies

Cited by 10 publications

References 14 publications

Role of School Principals’ Technology Leadership Practices in Building a Learning Organization Culture in Public K-12 Schools

Role of School Principals’ Technology Leadership Practices in Building a Learning Organization Culture in Public K-12 Schools

Same, but Different? Digital Transformation in Swiss Vocational Schools from the Perspectives of School Management and Teachers

Structural Characterization of Factors for the Digital Training of Public Primary School Teachers: The Peruvian Case

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