Technology Leadership Preparedness: Principals' Perceptions

Technology Leadership Preparedness: Principals' Perceptions

18 Pages · 2016 · 57 KB · English

Technology Leadership Preparedness: Principals' Perceptions. Wendy Metcalf, Ed.D. Gwinnett County Public Schools, GA. Jason LaFrance, Ed.D. Georgia Southern University. Abstract. Adopting technology in the K-12 classroom is evolving from adapting lessons that highlight a technology to pervasive 

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Technology Leadership Preparedness: Principals’ Perceptions Wendy Metcalf, EdD Gwinnett County Public Schools, GA Jason LaFrance, EdD Georgia Southern University Abstract Adopting technology in the K12 classroom is evolving from adapting lessons that highlight a technology to pervasive use of interactive and handheld devices In this environment, school leaders have the complex task of incorporating technologies to enhance teaching and learning The purpose of this quasiexperimental quantitative study was to examine leaders’ perceptions of technology leadership preparedness and analyze the impact of the QualityPlus Leader Academy (QPLA) on leaders’ perceptions The research was guided by the overarching question: What is the perceived technology leadership preparedness level of school administrators as measured by their understanding of the 2009 ISTE NETSA standards? The following subquestion added clarity: How do technology leadership preparedness perceptions differ between principals who attended the QualityPlus Leader Academy and those who did not, across the five NETSA themes: visionary leadership, digital age culture, excellence in professional practice, systemic improvement, and digital citizenship? This study revealed principals’ perceived they were most prepared for digital citizenship and least prepared for visionary leadership In addition, there was a statistically significant difference between technology leadership preparedness perceptions between QPLA participants and nonQPLA participants Considering these findings we recommend that Educational Leadership programs align coursework with NETSA standards to help leaders develop the knowledge and skills necessary to lead technology rich schools In addition, school districts should consider using supplemental principal preparation programs that incorporate the NETSA standards to further prepare their building leaders Technology leadership skills should be embedded in the standard dimensions of leader development John Dewey stated, “If we teach today as we taught yesterday, we rob our children of tomorrow” School leaders must embrace this philosophy and engage in activities which prepare them to lead 21 st century schools Increasingly, this involves developing an understanding that technology in the K12 classroom is evolving from adapting lessons that highlight a technology to pervasive use of interactive and handheld devices This instructiontechnology connection creates high expectations to engage today’s learners and transform education to support 21 st century skills In this environment, school leaders have the complex task of incorporating technologies to enhance teaching and learning In addition, researchers note that today’s students have grown up immersed in technology and some schools are responding to this demand by providing more engaging and collaborative technologies for students and staff (Gosmire & Grady, 2007; Prensky, 2010) However, some school leaders have not been prepared to support everchanging technologyrich environments (Bush, 2008; Levin, 2005) In an effort to provide guidance for leaders, the International Society of Technology Education developed educational technology standards, called NETSA (ISTE, 2009) The purpose of this quasiexperimental, quantitative study was to explore the perceptions school principals have of their technology leadership preparedness and determine the impact of the QualityPlus Leader Academy on leaders’ perceptions of their technology leadership preparation The district of study used a supplemental leader preparation program, QualityPlus Leader Academy, to enhance traditional leader preparation Technology leader preparation skills were defined by the 2009 NETSA standards This is important because understanding how leaders perceive their own skills and analyzing the impact of training will inform decision makers who provide training for school leaders Conceptual Framework In March 2010, the National Educational Technology Plan (NETP) focused on transforming education through effective use of engaging technology It suggested successful implementation relies on strong leadership (United States Department of Education, 2010) In fact, researchers have suggested leadership is the best predictor of the effect of technology on teaching and learning (Anderson & Dexter, 2005; Reilly, 2005) Meanwhile, technology

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