This document summarizes a research paper that explored the technology leadership competency of college principals in Pakistan. It assessed principals' competency across six domains: vision/leadership, teaching/learning, professional practice, operations/management, evaluation/assessment, and legal/ethical issues. The researchers found that principals were most competent in using technology for teaching/learning but least competent in social/legal/ethical considerations. Most valued technology for administrative uses. The researchers recommend including technology modules in leadership training to enhance principals' competency in using databases and content management systems.
NATIONAL FORUM JOURNALS are a group of national and international refereed, blind-reviewed academic journals. NFJ publishes articles academic intellectual diversity, multicultural issues, management, business, administration, issues focusing on colleges, universities, and schools, all aspects of schooling, special education, counseling and addiction, international issues of education, organizational behavior, theory and development, and much more. DR. WILLIAM ALLAN KRITSONIS is Editor-in-Chief (Since 1982). See: www.nationalforum.com
Chen 2Chen 2Qian ChenENGL 1301Prof. MaurComment by Kaur, .docxbissacr
Chen 2
Chen 2
Qian Chen
ENGL 1301
Prof. Maur Comment by Kaur, Manavpreet: Kindly spell my name correctly
2020/6/1
Proofread the essay
Technology Integration for Faculties in and Education Comment by Kaur, Manavpreet: Not in bold letters
We identify that information technology is an integration of our daily lives. At homes, we employ information technology for everyday activities such as communication and performance, Industries, and business organizations use technologies such as AI and robots to leverage the rate of productivity, profitability and company continuation. In this sense, we should acquaint ourselves with novelty skills and know- on technology for the all-around application. The concepts of information technology and communication application in education are welcoming. Several searchers provide a possible connection from the migration of traditional classroom learning to digital learning, particularly relating to the teacher-learner relationship. In research to validate the effectiveness of information technology integration in schools (Ghavifekr &Rosdy, 188), avers that the technology-based- teaching and education is effective due to ICT tools and equipment establishing an active learning environment and efficient for teachers and, learners. The integration of IT in the learning environment is essential in the management of the teacher-learner relationship and leveraged a technology-based learning environment as oppose o a traditional classroom system. Thus, leaners of all faculties, age, and physical condition require the integration of technology and learning skills and tools. Comment by Kaur, Manavpreet: Good
With the application of technology in the classroom, learners have the platform for better engagement of the subjects in question. A considerable number of learners from all faculties have precise access to information technology skills and knowledge in better comprehension and research on a particular topic within a learning environment. As the author, Noor-Ul-Amin, puts it, conventional learning through the integration of the ICT leverages content appreciation (3). The student can perform additional research on the topic from available online sources to leverage content analysis and comprehension of the learning environment's issues. Similarly, within a technology-based- learning environment, learners can share content with others, teachers in informational discourse platforms such as emails and social media, creating a platform for discussion increasing capability the content comprehension of in a learning environment. Effective use of ICT in all faculties leverages interactive environment for content emphasis in learning, thus resulting in quality improvement in I education for all faculties. Therefore, the aspects provide practical evidence for the interaction of IT skills and tools.
Improving understanding of pre service teacher experience with technology int...ijma
Pre-service teachers develop technology competency during their tenure in the college classroom. These
stages coincide with Bloom’s Revised Taxonomy and offer the opportunity to learn and model technology
integration. 656 pre-service education students from five universities across the United States completed a
qualitative survey aimed at identifying how they perceived technology integration throughout their teacher
education program. Three themes, corresponding to Bloom’s Revised Taxonomy, were identified; 1) preservice
teachers first identify and understand technology as a tool, 2) pre-service teachers apply technology
and analyze the process of integration, and 3) overall, pre-service teachers do not evaluate and create
technology integration experiences. The results of this study are discussed thematically in relation to
Bloom’s revised taxonomy. Limitations are discussed and recommendations for future research examined
for pre-service teacher technology training.
THE RATIONALE AND FRAMEWORK FOR EVALUATING THE ICT USE IN TEACHER EDUCATION D...DrGavisiddappa Angadi
This study investigated that the quantity of computer and ICT use in teacher education institutions is less and it is mainly focused on the learning of ICT skills which takes optimum time computers are used. The framework is then improved towards a new framework that can be effectively used to evaluate information and communication technology use in pre-service teacher education. In this study the independent variables are derived from computer use within the institution, some other extraneous factor may have impact on the results. Those factors may be computer use at home, friends home and cyber or internet centers by the respondents. The study concludes that the reality rhetoric gap of the impact of ICTs in teacher education institutions be evaluated from periodically to ensure that the quality with program objectives are met. The result shows that there is an urgent need to conduct intensive training to all the teacher educators in the colleges of education. The curriculum developers should develop global content for serving the local needs and make it to available to all the colleges of education online as well as offline content or blended learning modules. Several factors have been cited as responsible for low quantity of computer use in colleges of education. Some of these factors are; attitude towards new technologies, poor management, lack of local content serving local needs, shortage of equipments.
NATIONAL FORUM JOURNALS are a group of national and international refereed, blind-reviewed academic journals. NFJ publishes articles academic intellectual diversity, multicultural issues, management, business, administration, issues focusing on colleges, universities, and schools, all aspects of schooling, special education, counseling and addiction, international issues of education, organizational behavior, theory and development, and much more. DR. WILLIAM ALLAN KRITSONIS is Editor-in-Chief (Since 1982). See: www.nationalforum.com
Chen 2Chen 2Qian ChenENGL 1301Prof. MaurComment by Kaur, .docxbissacr
Chen 2
Chen 2
Qian Chen
ENGL 1301
Prof. Maur Comment by Kaur, Manavpreet: Kindly spell my name correctly
2020/6/1
Proofread the essay
Technology Integration for Faculties in and Education Comment by Kaur, Manavpreet: Not in bold letters
We identify that information technology is an integration of our daily lives. At homes, we employ information technology for everyday activities such as communication and performance, Industries, and business organizations use technologies such as AI and robots to leverage the rate of productivity, profitability and company continuation. In this sense, we should acquaint ourselves with novelty skills and know- on technology for the all-around application. The concepts of information technology and communication application in education are welcoming. Several searchers provide a possible connection from the migration of traditional classroom learning to digital learning, particularly relating to the teacher-learner relationship. In research to validate the effectiveness of information technology integration in schools (Ghavifekr &Rosdy, 188), avers that the technology-based- teaching and education is effective due to ICT tools and equipment establishing an active learning environment and efficient for teachers and, learners. The integration of IT in the learning environment is essential in the management of the teacher-learner relationship and leveraged a technology-based learning environment as oppose o a traditional classroom system. Thus, leaners of all faculties, age, and physical condition require the integration of technology and learning skills and tools. Comment by Kaur, Manavpreet: Good
With the application of technology in the classroom, learners have the platform for better engagement of the subjects in question. A considerable number of learners from all faculties have precise access to information technology skills and knowledge in better comprehension and research on a particular topic within a learning environment. As the author, Noor-Ul-Amin, puts it, conventional learning through the integration of the ICT leverages content appreciation (3). The student can perform additional research on the topic from available online sources to leverage content analysis and comprehension of the learning environment's issues. Similarly, within a technology-based- learning environment, learners can share content with others, teachers in informational discourse platforms such as emails and social media, creating a platform for discussion increasing capability the content comprehension of in a learning environment. Effective use of ICT in all faculties leverages interactive environment for content emphasis in learning, thus resulting in quality improvement in I education for all faculties. Therefore, the aspects provide practical evidence for the interaction of IT skills and tools.
Improving understanding of pre service teacher experience with technology int...ijma
Pre-service teachers develop technology competency during their tenure in the college classroom. These
stages coincide with Bloom’s Revised Taxonomy and offer the opportunity to learn and model technology
integration. 656 pre-service education students from five universities across the United States completed a
qualitative survey aimed at identifying how they perceived technology integration throughout their teacher
education program. Three themes, corresponding to Bloom’s Revised Taxonomy, were identified; 1) preservice
teachers first identify and understand technology as a tool, 2) pre-service teachers apply technology
and analyze the process of integration, and 3) overall, pre-service teachers do not evaluate and create
technology integration experiences. The results of this study are discussed thematically in relation to
Bloom’s revised taxonomy. Limitations are discussed and recommendations for future research examined
for pre-service teacher technology training.
THE RATIONALE AND FRAMEWORK FOR EVALUATING THE ICT USE IN TEACHER EDUCATION D...DrGavisiddappa Angadi
This study investigated that the quantity of computer and ICT use in teacher education institutions is less and it is mainly focused on the learning of ICT skills which takes optimum time computers are used. The framework is then improved towards a new framework that can be effectively used to evaluate information and communication technology use in pre-service teacher education. In this study the independent variables are derived from computer use within the institution, some other extraneous factor may have impact on the results. Those factors may be computer use at home, friends home and cyber or internet centers by the respondents. The study concludes that the reality rhetoric gap of the impact of ICTs in teacher education institutions be evaluated from periodically to ensure that the quality with program objectives are met. The result shows that there is an urgent need to conduct intensive training to all the teacher educators in the colleges of education. The curriculum developers should develop global content for serving the local needs and make it to available to all the colleges of education online as well as offline content or blended learning modules. Several factors have been cited as responsible for low quantity of computer use in colleges of education. Some of these factors are; attitude towards new technologies, poor management, lack of local content serving local needs, shortage of equipments.
CHAPTER 1. INTRODUCTIONAlmost every organization will incur a le.docxsleeperharwell
CHAPTER 1. INTRODUCTION
Almost every organization will incur a level of change over that organizations’ lifetime. Whether an organization has been in existence for generations due to proper adaptation or an organization has failed due to an unwillingness to budge, change has and will be present. Most change efforts exert heavy human and economic tolls (Beer & Nohria, 2000, p. 137). In higher education, faculty hold high influence on change efforts and faculty’s willingness to embrace change could set the pace for the change effort.
Introduction to the Problem
Leaders in higher education are generally considered responsible for setting institutional direction and ensuring institutional success. Advancing in technology have required major and consistent change in all aspects of the higher education system. While technological advances effect the institution as a whole, the current research will inquire on whether or not additional effort should be focused on the institutions’ faculty. Technology is impacting instruction with online, hybrid, and distance learning options (Andrade, 2011, p. 218). Despite an ever-changing classroom environment, many pedagogies and tools used in university classrooms have remained unchanged (Sutton & DeSantis, 2017, p 223).
The need for further research on leading technological change within faculty was not only fueled by academic concern but economic concern. Siegel, Acharya, and Sivo (2017) wrote that new technologies that are not fully adopted “increase the overall operational and logistical costs that may ultimately lead to discontinuation of the new technology, thereby depriving faculty, students, and the institution of its benefits” (p. 65).
Statement of the Problem
Beer and Nohria (2000) warned of the “proliferation of recommendations” that often led to the muddling of change attempts within organizations (p. 137). Higher education tends to have faculty split based on the ability of some members to progress as other members of faculty are lefts behind.
A fostering of faculty’s acceptance of online delivery methods was found critical for institutions that consider online learning to be a key part of the institutions’ strategic plans and to attract increased enrollment (Ramirez & Gillig, 2018, p. 139). Ramirez and Gillig found that to facilitate faculty acceptance of online delivery strategies, “college administrators need to understand how both students and faculty perceive online learning and the factors that shape their perceptions about the quality of online teaching and learning” (p. 139).
Purpose of the Study
The objective of the current study was to investigate literature on change efforts in higher education fueled by faculty needs to adopt and implement new pedagogical technologies. Attention will be given to best practices of technological implementation by faculty and the inspiration of said faculty to implement.
Research Questions
The current study aims to find enough evidence to assure that a.
Towards a Framework for ICTs Integration in Teacher Education in IndiaPremier Publishers
Teachers can only effectively integrate technology in their instruction if they are themselves knowledgeable about the technology. In India, several researches have pointed out challenges hindering effective integration of ICTs in teacher education programme that raise the questions: What is missing in the teacher education and training curriculum? Is there skill training and maintenance for teachers? Do the teacher training institutions have the necessary infrastructure for ICT integration? This paper reports on the findings of a study that attempted to respond to these questions and suggests a possible framework for the successful implementation of teacher training programmes that make advantageous use of appropriate ICTs. It suggests that seven fundamental principles of good practice should be addressed for such programmes to be effective: a shift from an emphasis on ‘education for ICT’ to the use of ‘ICT for education’; an integration of ICT practice within the whole curriculum; a need for integration between pre-service and in-service teacher training; a need for the development of relevant and locally produced content; a need for appropriate educational partnerships; accepting a practice driven approach; and an emphasis on the development of sustainable costing models. Build on modern notions of teaching-learning activities, the paper concludes with a proposed course of action to leverage the real benefits of ICTs for teacher education in India.
The current trend of education is towards the implementation of technology in teaching in order to attract the attention of 21st century learners whereby teachers need to adopt technology-enhanced environment such as the Virtual Learning Environment (VLE) in their teaching. This study aims to investigate the teachers’ perceptions and tendency to use VLE as a tool for teaching. The teachers’ perceptions were investigated based on the main constructs of the Technology Acceptance Model (TAM). The respondents were 178 teachers in southern state of Malaysia. The data were collected using a questionnaire and it is validated through the use of Rasch model. The finding was found that the teachers were moderately ready to use VLE and they moderately accepted the implementation of the VLE (mean=3.67 and 3.65). Besides that, the teachers felt that the VLE was useful (mean=3.58) and was easy to use (mean=3.34). It was also found that 84.2% of the teachers’ acceptance was influenced by the teachers’ readiness, and the teachers’ perceptions of the usefulness and ease of using the VLE in teaching. Therefore, it can be concluded that Malaysian teachers has intention to use VLE in their teaching. The use of VLE can improve the innovative way of teaching that can increase students’ interest in constructing knowledge through their learning process.
This study surveyed Information and Communications Technology (ICT) awareness, utilization and challenges in managing secondary schools in Onitsha Education Zone. Three research questions guided the study. The study adopted the descriptive survey research design. The population comprised 80 respondents made up of all the 32 principals and 48 Computer Science teachers in Secondary Schools in Onitsha Education Zone of Anambra State. The researchers studied the entire population since it was not large. The instrument for data collection was a structured type questionnaire developed by the researcher. It validated by experts and the reliability was established using the split half method which yielded a coefficient value of 0.80 using the Pearson product moment correlation coefficient. Data was analyzed using the mean method for the three research questions. From the findings of the study, it was found that principals to a high extent are aware of ICT facilities used in school management but utilize them to a low extent. Recommendations were proffered based on the findings of the study and they include: increased provision of ICT facilities used in school management by the government, training and retraining of principals on ICT utilization and testing of principals skills on ICT before appointment amongst others.
Descriptive Indicators of Future Teachers’ Technology Integration in the PK-1...Joan E. Hughes, Ph.D.
This research examined preservice teacher graduates' positioning toward integrating technology in future teaching. Participants included 115 preservice teachers across three cohorts in 2008-2009 who graduated from a laptop-infused teacher education program. The study implemented a case study methodology that included a survey administered upon graduation.Indicators of positioning toward technology integration included: digital technology self-efficacy, attitude toward learning technologies, pedagogical perspective, personal/educational digital technology behaviors during the program, and TPACK knowledge used to rationalize their most valued technologies for future teaching. Results indicated graduates held moderate digital technology self-efficacy, positive attitude toward learning technologies,and moderate constructivist philosophy. During their preparation,productivity software activities were used most widely for educational purposes.Their most valued technologies for teaching subject matter were predominantly productivity software as well as general hardware, such as computers, projectors, and document cameras. They described teacher-centric uses three times more often than student-centered. Graduates showed low depth of TPACK. Teacher education programs need to consider the degree to which their candidates are exposed to a range of contemporary ICTs, especially content-specific ICTs, and the candidates' development of TPACK, which supports future technology-related instructional decision making. Such knowledge is developed across the teaching career, and technological induction programs may support continued TPACK development.Future research should employ longitudinal studies to understand TPACK development and use across novice and veteran teachers.
The Employability Competencies Needed by Educational Technology Teachers’ for...iosrjce
This study was carried out to identify the employability competencies needed by educational
technology teachers for effective teaching and learning in the 21st century workforce. Specifically, the
study determined the general employability competencies and the most important by ranking. Two
research questions and one null hypothesis were formulated and tested at 0.05 levels of significance
to guide the study. The descriptive survey design was used and the population for the study was made
up of 17 educational technology teachers in the Niger State College of Education Minna (COEM) and
the Federal College of Education Kontagora (FCE KNT). A structured questionnaire was used for
data collection. The data collected were analysed using frequency counts, mean and t-test. The
findings revealed that all the employability skills listed are needed, but integrity/ honesty ranked
higher while taking a reasonable job risk was ranked lowest. It was recommended that employability
skills should be given greater emphasis in training, educational technology teachers by ensuring that
these skills are integrated into the curriculum of educational institutions to ensure that students’ upon
graduation acquire such skills so as to fit into the 21st century workforce
Technology Utilization among Graduate Assistants and FacultyMsRyals
Poster presented at the South Alabama Conference on Technology and Leadership on May 13, 2013. Authors: Lindsay Ann Parvin, Ashley Ryals, Dr. Paige Vitulli, and Dr. John Strange
This presentation provides a summary of the paper by Newhouse, P. (2010) School leadership critical to maximising the impact of ICT on learning. Melbourne: ACEC2010 Digital Diversity Conference.
CHAPTER 1. INTRODUCTIONAlmost every organization will incur a le.docxsleeperharwell
CHAPTER 1. INTRODUCTION
Almost every organization will incur a level of change over that organizations’ lifetime. Whether an organization has been in existence for generations due to proper adaptation or an organization has failed due to an unwillingness to budge, change has and will be present. Most change efforts exert heavy human and economic tolls (Beer & Nohria, 2000, p. 137). In higher education, faculty hold high influence on change efforts and faculty’s willingness to embrace change could set the pace for the change effort.
Introduction to the Problem
Leaders in higher education are generally considered responsible for setting institutional direction and ensuring institutional success. Advancing in technology have required major and consistent change in all aspects of the higher education system. While technological advances effect the institution as a whole, the current research will inquire on whether or not additional effort should be focused on the institutions’ faculty. Technology is impacting instruction with online, hybrid, and distance learning options (Andrade, 2011, p. 218). Despite an ever-changing classroom environment, many pedagogies and tools used in university classrooms have remained unchanged (Sutton & DeSantis, 2017, p 223).
The need for further research on leading technological change within faculty was not only fueled by academic concern but economic concern. Siegel, Acharya, and Sivo (2017) wrote that new technologies that are not fully adopted “increase the overall operational and logistical costs that may ultimately lead to discontinuation of the new technology, thereby depriving faculty, students, and the institution of its benefits” (p. 65).
Statement of the Problem
Beer and Nohria (2000) warned of the “proliferation of recommendations” that often led to the muddling of change attempts within organizations (p. 137). Higher education tends to have faculty split based on the ability of some members to progress as other members of faculty are lefts behind.
A fostering of faculty’s acceptance of online delivery methods was found critical for institutions that consider online learning to be a key part of the institutions’ strategic plans and to attract increased enrollment (Ramirez & Gillig, 2018, p. 139). Ramirez and Gillig found that to facilitate faculty acceptance of online delivery strategies, “college administrators need to understand how both students and faculty perceive online learning and the factors that shape their perceptions about the quality of online teaching and learning” (p. 139).
Purpose of the Study
The objective of the current study was to investigate literature on change efforts in higher education fueled by faculty needs to adopt and implement new pedagogical technologies. Attention will be given to best practices of technological implementation by faculty and the inspiration of said faculty to implement.
Research Questions
The current study aims to find enough evidence to assure that a.
Towards a Framework for ICTs Integration in Teacher Education in IndiaPremier Publishers
Teachers can only effectively integrate technology in their instruction if they are themselves knowledgeable about the technology. In India, several researches have pointed out challenges hindering effective integration of ICTs in teacher education programme that raise the questions: What is missing in the teacher education and training curriculum? Is there skill training and maintenance for teachers? Do the teacher training institutions have the necessary infrastructure for ICT integration? This paper reports on the findings of a study that attempted to respond to these questions and suggests a possible framework for the successful implementation of teacher training programmes that make advantageous use of appropriate ICTs. It suggests that seven fundamental principles of good practice should be addressed for such programmes to be effective: a shift from an emphasis on ‘education for ICT’ to the use of ‘ICT for education’; an integration of ICT practice within the whole curriculum; a need for integration between pre-service and in-service teacher training; a need for the development of relevant and locally produced content; a need for appropriate educational partnerships; accepting a practice driven approach; and an emphasis on the development of sustainable costing models. Build on modern notions of teaching-learning activities, the paper concludes with a proposed course of action to leverage the real benefits of ICTs for teacher education in India.
The current trend of education is towards the implementation of technology in teaching in order to attract the attention of 21st century learners whereby teachers need to adopt technology-enhanced environment such as the Virtual Learning Environment (VLE) in their teaching. This study aims to investigate the teachers’ perceptions and tendency to use VLE as a tool for teaching. The teachers’ perceptions were investigated based on the main constructs of the Technology Acceptance Model (TAM). The respondents were 178 teachers in southern state of Malaysia. The data were collected using a questionnaire and it is validated through the use of Rasch model. The finding was found that the teachers were moderately ready to use VLE and they moderately accepted the implementation of the VLE (mean=3.67 and 3.65). Besides that, the teachers felt that the VLE was useful (mean=3.58) and was easy to use (mean=3.34). It was also found that 84.2% of the teachers’ acceptance was influenced by the teachers’ readiness, and the teachers’ perceptions of the usefulness and ease of using the VLE in teaching. Therefore, it can be concluded that Malaysian teachers has intention to use VLE in their teaching. The use of VLE can improve the innovative way of teaching that can increase students’ interest in constructing knowledge through their learning process.
This study surveyed Information and Communications Technology (ICT) awareness, utilization and challenges in managing secondary schools in Onitsha Education Zone. Three research questions guided the study. The study adopted the descriptive survey research design. The population comprised 80 respondents made up of all the 32 principals and 48 Computer Science teachers in Secondary Schools in Onitsha Education Zone of Anambra State. The researchers studied the entire population since it was not large. The instrument for data collection was a structured type questionnaire developed by the researcher. It validated by experts and the reliability was established using the split half method which yielded a coefficient value of 0.80 using the Pearson product moment correlation coefficient. Data was analyzed using the mean method for the three research questions. From the findings of the study, it was found that principals to a high extent are aware of ICT facilities used in school management but utilize them to a low extent. Recommendations were proffered based on the findings of the study and they include: increased provision of ICT facilities used in school management by the government, training and retraining of principals on ICT utilization and testing of principals skills on ICT before appointment amongst others.
Descriptive Indicators of Future Teachers’ Technology Integration in the PK-1...Joan E. Hughes, Ph.D.
This research examined preservice teacher graduates' positioning toward integrating technology in future teaching. Participants included 115 preservice teachers across three cohorts in 2008-2009 who graduated from a laptop-infused teacher education program. The study implemented a case study methodology that included a survey administered upon graduation.Indicators of positioning toward technology integration included: digital technology self-efficacy, attitude toward learning technologies, pedagogical perspective, personal/educational digital technology behaviors during the program, and TPACK knowledge used to rationalize their most valued technologies for future teaching. Results indicated graduates held moderate digital technology self-efficacy, positive attitude toward learning technologies,and moderate constructivist philosophy. During their preparation,productivity software activities were used most widely for educational purposes.Their most valued technologies for teaching subject matter were predominantly productivity software as well as general hardware, such as computers, projectors, and document cameras. They described teacher-centric uses three times more often than student-centered. Graduates showed low depth of TPACK. Teacher education programs need to consider the degree to which their candidates are exposed to a range of contemporary ICTs, especially content-specific ICTs, and the candidates' development of TPACK, which supports future technology-related instructional decision making. Such knowledge is developed across the teaching career, and technological induction programs may support continued TPACK development.Future research should employ longitudinal studies to understand TPACK development and use across novice and veteran teachers.
The Employability Competencies Needed by Educational Technology Teachers’ for...iosrjce
This study was carried out to identify the employability competencies needed by educational
technology teachers for effective teaching and learning in the 21st century workforce. Specifically, the
study determined the general employability competencies and the most important by ranking. Two
research questions and one null hypothesis were formulated and tested at 0.05 levels of significance
to guide the study. The descriptive survey design was used and the population for the study was made
up of 17 educational technology teachers in the Niger State College of Education Minna (COEM) and
the Federal College of Education Kontagora (FCE KNT). A structured questionnaire was used for
data collection. The data collected were analysed using frequency counts, mean and t-test. The
findings revealed that all the employability skills listed are needed, but integrity/ honesty ranked
higher while taking a reasonable job risk was ranked lowest. It was recommended that employability
skills should be given greater emphasis in training, educational technology teachers by ensuring that
these skills are integrated into the curriculum of educational institutions to ensure that students’ upon
graduation acquire such skills so as to fit into the 21st century workforce
Technology Utilization among Graduate Assistants and FacultyMsRyals
Poster presented at the South Alabama Conference on Technology and Leadership on May 13, 2013. Authors: Lindsay Ann Parvin, Ashley Ryals, Dr. Paige Vitulli, and Dr. John Strange
This presentation provides a summary of the paper by Newhouse, P. (2010) School leadership critical to maximising the impact of ICT on learning. Melbourne: ACEC2010 Digital Diversity Conference.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...
An Exploration Of College Principals Technology Leadership Competency Assessment
1. Global Social Sciences Review (GSSR)
Vol. IV, No. II (Spring 2019) | Page: 222 – 230
An Exploration of College Principals’ Technology Leadership
Competency Assessment
Wajeeha
Aurangzeb
Assistant Professor, Department of Education, NUML, Islamabad,
Pakistan. Email: waurangzeb@numl.edu.pk
Tehseen Tahir
Assistant Professor, Department of Education, University of Haripur,
Haripur, KP, Pakistan.
Kifayat Khan Lecturer, Department of Education, University of Haripur, Haripur, KP,
Pakistan.
This paper explores leadership technology competence of college principals in six
domains, (1) vision and leadership, (2) teaching-learning, (3) professional practice and
productivity, (4) operations and support management, (5) evaluation and assessment, and (6) legal, ethical
and social issues. Competence of the principals for using technology
gadgets in the domains of teaching -learning was found high whereas
his/her social, legal and ethical considerations for technology use were
found to be low. Most respondents valued technology competence
but focused incorporating its administrative use. Furthermore,
leadership training programmes may contain modules related to
professional use of databases, content and data management systems
in order to enhance principals’ use of these for day-to-day
administrative purposes.
Introduction
The growth in technology usage specifically relates to what it is able to offer and how it facilitates
its users ( Abo Jaser, 2012; Garland & Tadeja, 2013). Technology gadgets have shifted from being
desired to being required and have become a necessary component of basic life requirements.
However, technology explosion needs to be controlled in all spheres of life. Technology has also
become a virtual part of the world of education at all levels. Live of students and teachers of current
era have a deep influence of technology and it can not be denied that technological devices are
being used as effective teaching-learnng tools as well. ( Ali, 2013; Tamim, 2013) ).
Many educators believe that educational technology is master key for the eminence of
education and teaching-learning process. It means that technology changes the role of teacher from
information giver to knowledge facilitator, coach and technology manager. Use of technology in
schools/educational institutions simplifies adminstrative tasks and reduces record keeping time (
Mills & Tincher, 2002).Competencies of principals for integrating technology is critical if the
teaching-learning environment of schools is expected to be ICT laden. Many responsibilities are
attached to technology leadership roles ranging from proper installation of computers to the
assurance of their healthy use for educational purposes. Principals are also required to ensure equal
access to technologicl gadgets by all teachers (Flanagan, & Jacobsen, 2003).
Although role of principal in technology integration at school level is inevitable, yet it is a less
explored area of research. School leaders’ capabilities and competency to use ICT personally also
effects its implmentation at organizational level ( Byrom & Bingham, 2001; Schiller, 2003).
According to the reflections of Dinham ( 2005), leadership plays a key role in developing innovative
and effective schools according to the demands of 21st
century. But for this purpose , school leaders
must be aware of the 21st
century teaching learning demands and work accordingly. School
principals’ self-efficacy, competency, skills and interest may have aprofound influence over school’s
instructional practice and change. Consequently, effective school principals essentially may have
awareness and dispositions about information-communication technology and be able to perform
accordingly.
Literature Review
Integrating technology into the college classrooms is a challenging task for teachers as well as
administrators. Those higher secondary institutions (colleges) are considered technology-laden
Key Words
Technology Leadership
Competence, Intellectual
Property Rights, Cyber
Security
p-ISSN
2520-0348
|
e-ISSN
2616-793X
|
L-ISSN
2616-793X
|
DOI:
10.31703/gssr.2019(IV-II).29
|
URL:
http://dx.doi.org/10.31703/gssr.2019(IV-II).29
Abstract
2. An Exploration of College Principals’ Technology Leadership Competency Assessment
Vol. IV, No. II (Spring 2019) 223
where the college administration manifests leadership technology competence. Arokiasamy and Ismail (2015)
investigated current status of ICT use by Malaysian principals and concluded that leadership style of principals had
a strong impact of use of technology in their respective institutions. Brunson (2015) and Yu ( 2015) explored
technology leadership competence of elementary teachers and recommended that principals are responsible for
leading the charge of many reform efforts in their institutions so management may provide them extensive training
in this regard.
Technology Integration in Teaching-Learning Environment Through Leadership and Vision
College principal’ role has changed from a traditional administrator to a curricular and technological leader. In
addition to this it is expected of the principal to provide a vision to the teachers and support staff for technology
integration in the learning ecology. Machado and Chung (2015) have also highlighted this point and suggested that
as the role and effect of principal is undoubtedly strong in integrating technology at all domians of an academic
setting, so awareness seminars and extensive trainings may be conducted in this regard. Samancıoğlu, Bağlıbel,
Kalman and Sincar (2015) explored the correlation between technology relationship behaviour, principals’ vision
and teachers’ level of technology integration. Their results revealed a positively strong connexion amongst the two
variables.
Professional Practice, Operations and Management Through Technology
Educational leadership is constantly being challenged to prepare future teacher with technology competence.
Debate continues about the professional practice of educational leaders for technology integration at institutional
level (Bakir, 2016). Every educational organization deals with variant sub-clutures and ways of perceiving
organizational processes such as technology adoption. For principals, efficiency and effectiveness of any
organizational process is the predominant logic. These stakeholders are responsible for creating and administering
necessary steps for organizational reform. Professional expertise and practice of a principal, technology
embeddedness in management and its sustainable use in teaching depends upon the style and philosophy of a
college principal. Bøe, Gulbrandsen and Sørebø (2015) have concluded as e-learning technology has become
pervasive in higher education, it is a challenge for educational leaders to keep the teachers motivated for its
sustainable use. Blau and Shamir (2017) have suggested that college principals need to upkeep faculty in using and
connecting to technology systems for operations and management, such as curriculum management system and
student information system. For this purpose, they may allocate additional/ supplementary funds as well.
Assessment and Evaluation of Teaching and Learning Through Technology Integration
Successful digital conversion in higher classrooms require determining assessment of learning through technology
tools. Principals play a substantial role in implementing teacher evaluation and effectiveness policies that effect the
overall school culture (Bøe, Gulbrandsen, and Sørebø,2015). Successful implementation of assessing teaching
through technology integration depends upon the cempetence, motivation and capacity of principals. Recently,
evaluating teacher competence and performance has evolved as a complex task for college principals, especially
when teaching has integration of technology. Principals have to evaluate teachers’ teaching responsiblities, their
blend of technology into learning etc. Similalry, it becomes imperative for principals to evaluate technology based
instructional practices for their effectiveness, assess existing management operations based on technology for
improvement and look deeper into effectiveness of digital tools for performance of teachers (McKnight,
O'Malley,Ruzic, Horsley, Franey and Bassett, 2016).
Social, Legal and Ethical Issues when Integrating Technology
Willard (2012) state that widespread adoption and availability of digital technology in teaching brings new and
stimulating ethical issues to the vanguard for educational administrators.College principals are required to employ
their best professional judgment when dealing with technology-related ethics. They find it helpful for teachers to
recognize these types of situations and to discuss them with other educators to develop awareness of new ethical
issues. Furthermore, Drahos (2016) denote that head of institutions must know details about copy right and
intellectual propert rights and be able to train their teachers in this regard as well.
3. Wajeeha Aurangzeb, Tehseen Tahir and Kifayat Khan
224 Global Social Sciences Review (GSSR)
Conceptual Framework
Figure 1: Variable related to Leaders’ Technology Compentency Assessment
Objectives
i. To explore observed level of computer usage by college principals at higher secondary education level.
ii. To investigate perceived technology leadership competence of college principals at higher secondary
education level.
Methodology
Descriptive survey method was used to determine the perceived level of computer use and technology leadership
competence of college principals. A purposive sample of fifty college principals serving in Federal colleges were
taken as sample of the study. Self-constructed questionnaire having a reliability of r=.92 was used to extract the
required data. Furthermore, three experts of the field checked its face validity. This questionnaire has six subscales
namely vision and leadership, teaching- learning, professional practice and productivity, operations and support
management, evaluation and assessment, legal,ethical issues and social issues.
Results and Findings
Table 1. Mean Score Distribution on Computer use Sub Scale ( n=50)
Scale Percent(%) Mean SD
Never
use
Use few
times a
month
Use few
times a
week
Use 2 or 3
times a week
Use
daily
Internet use 0.0 17.0 15.0 43.0 25.0 3.56 0.81
Hardware/software use 0.0 23.3 30.0 40.0 6.7 3.44 0.76
Instructional use 0.0 36.7 23.4 26.6 13.3 3.05 0.69
Administrative use 0.0 10.0 35.0 15.0 30.0 3.77 0.99
Overall computer use 0.0 12.0 20.0 43.0 25.0 3.45 0.79
Table 1 shows that overall computer use of principals was moderate ( m= 3.45, sd= 0.79). The levels of mainframe
computer usage by principals of secondary school was apparent as internet usage m= 3.56, software/hardware use
m= 3.44, instructional usage m= 3.05 and administrative usage m= 3.77. In addition to this, internet use 2-3 times
week is 43 percent, hardware/software use 2-3 times a week is 40% , for instructional use the percentage is 36.7
for few times a month, whereas administrative use on daily basis accounts for 30 percent. Based on this data,
further findings revealed that the percentage of principals using internet at home was higher as compared to those
using it in office. Besides this, most of the principals ( 60%) indicated that they use internet for e-communication
(sending/receiving mails). In addition to this 70 % principals pointed out that they used spread sheets and power
point most commonly.
Table 2. Descriptives for Leadership and Vision Subscale ( n=50)
S.No Statement Mean SD
1 Participation in school’s recent technology planning process. 4.15 1.12
2 Communication of information about technology planning process to school’s
stakeholders.
4.05 0.98
3 Promotion in contribution of school’s stake holders in planning processes related to
technology.
3.43 1.09
Vision & Leadership Learning & Teaching Professional practice & Productivity
Technology Leadership Competency
Ethical, legal & Social Issues Assessment & Evaluation Operational and Management Support
4. An Exploration of College Principals’ Technology Leadership Competency Assessment
Vol. IV, No. II (Spring 2019) 225
4 Comparison and alignment of one’s own school’s technology plan with that of other
schools.
3.39 1.03
5 Insertion of enquiry based equipment practices for instituional enhancement plan. 3.02 0.92
6 Engagement in best practices in technology usage. 3.92 1.01
Overall mean score 3.66
Results of the sub scale of leadership and vision are reflected in Table 2. Highest mean score ( m=4.15) is about
the statement related to school leader’s participation in most recent technology planning process whereas lowest
mean score is about inclusion of research based best practices for the improvement an upgradation of school plan
( m= 3.02, sd= 0.92). In addition to this mean score for participation of stake holders in the process of technology
planning ( m= 3.43) and alignment of one’s own school technology plan with other ( m= 3.39) is moderate.
However, mean score for communicating to stake holders about technology plan ( m-4.05) and engagement of
school leaders in best practices for the use of technology (m=3.92) are moderatly high. Findings promulgate that
school principals have an inevitable role of technology promotion in their schools, so they need to focus more
participatory role. Principals may collaborate with the stake holders of their schools, it may enrich implementation
of new technology plans. Another important aspect of implementing technology successfully is to have a
comparative view of what is happening in other schools.
Table 3. Descriptive Statistics for Learning and Teaching Subscale ( n=50)
S.No Statement Mean SD
1 Providing support to teachers for analyzing student assessment record. 3.80 0.97
2 Providing assistance to teachers to modify instruction on the basis of student
assessment data.
3.40 0.95
3 Disseminating best practice model of technology integration to teachers in teaching
and learning.
3.55 0.88
4 Providing support to teachers who want to share technology practices and related
information.
4.05 1.05
5 Conducting need analysis for professional development of teachers in use of
information and communication technology.
4.00 1.01
Overall mean score 3.79
Table No 3 displays the mean scores of teaching and learning subscale. Highest mean score is related to providing
support by the school principal to those teachers who want to share information related to technology use and best
practices of it ( m=4.05, sd=1.05). Lowest mean score is manifested by provsision of assistance to teachers in
modifying their insrtuction on the basis of student assessment data ( m= 3.40, sd= 0.95). School principal’s provision
of assitance to teachers for recording and analyzing student assessment data is also towards moderate score (
m=3.80). Furthermore, support for dissemination of best practice technology use model also manifests moderate
mean score= 3.55. However, school pricipals’ support towards conduction of need analysis for teacher professional
development ( m= 4.00) and facilitation for delivering such work shops ( m=3.98) shows a moderately high score.
Table 4. Descriptive Statistics for Productivity and Professional Practice Subscale ( n=50)
S.No Statement Mean SD
1 Participation in professional development activities for improvement and
expansion of use of technology in school.
3.98 .58
2 Using technology in completing day to day tasks such as developing school
budget, time tabling, gathering information.
3.05 .69
3 Using technology for accessing records of students. 3.00 1.43
4 Using technology for communicating with peers, students, parents. 3.34 1.02
Overall mean score 3.27
Above mentioned table assesses the sub scale of productivity and professional practice. School principals show a
higher mean related to participation in professional development activities ( m= 3.98) but a lowest mean score is
observed related to the statement that they use technology for assessing students’ records ( m=3.00). Similarly,
principals donot use technology much to assess personal records of staff and faculty ( m=3.02). Overall mean score
of this subscale ( m= 3.27) indicates an average score. It means that technology is used at a lower level for the
professional productivity and practice by school principals.
5. Wajeeha Aurangzeb, Tehseen Tahir and Kifayat Khan
226 Global Social Sciences Review (GSSR)
Table 5. Descriptive Statistics for Support, Management and Operations Subscale ( n=50)
S.No Statement Mean SD
1 Supporting faculty and staff in using and connecting to technology systems for
operations and management, such as curriculum management system and student
information system.
3.14 0.99
2 Allocating school campus funds to help in meeting school’s technology needs. 4.05 0.95
3 Pursuing supplementary funds to help meet technology needs of the school. 4.00 0.87
4 Ensuring upgradation of hardware and software in technology plans of the
school.
3.95 1.21
5 Advocating for timely and adequate technology support service at district level. 3.00 1.10
6 Investigating the satisfaction level of staff and faculty about technology support
service provided by the school.
4.25 .95
Overall Mean Score 3.73
Above mentioned table indicates the results about mean score on the subscale of support, management and
operations. Least mean score m=3.00 is related to adequate technology support service to be provided by college
principal at district level. Whereas, the statement related to investigation of satisfaction level of faculty about
supporting and providing technology services to them shows highest mean score, m= 4.25. It means that college
principals put effort in implementing technology efforts in their colleges but are not capable to get adequate support
at district level in this regard. Similarly, pricipals need to facilitate their teachers in using technology for student
information system and curriculum management system as well. This is a grey area and needs to be adrressed if
we want to see upgraded utilization of technology for teaching learning process at college level.
Table 6. Descriptive Statistics for Assessment and Evaluation Subscale ( n=50)
S.No Statement Mean SD
1 Promoting technology based system for collecting students’ assessment data. 3.02 0.92
2 Evaluating technology based instructional practices for assessing their
effectiveness.
3.12 0.97
3 Evaluating existing administrative operations based on technology to assess their
effectiveness.
3.30 0.89
4 Evaluating the effectiveness of specialised training programs associated to use of
technology for teachers.
4.04 1.04
5 Assessing the effectiveness of technology use for performance of teachers. 3.95 0.93
Overall Mean Score 3.48
This table reflects the results related to subscale of assessment and evaluation. Lowest mean score is reflected on
“ promoting technology based systems for collection of student assessment dat”, m= 3.02 and sd=0.92. It means
that college principals do not use technology frequently for the above mentioned purpose. However, scores on “
evaluating programs meant for teachers professional development related to technology” falls on a highest scoreof
m=4.04, sd=1.04.So, we can say that technology for assessment purposes is under less use, however college
principals are fully aware to keep a track of professional development programs being carried out for teachers and
they take a minute notice of such activities. But as per results of this subscale, principals need to focus more on
evaluation of technology based instruction and existing administrative operation using any kind of technology for
their support.
Table 7. Descriptive Statistics for Social, Legal and Ethical Issues Subscale ( n=50)
S.No Statement Mean SD
1 Ensuring equitable use of technology across the school. 3.01 0.96
2 Communicating about ethical, social and legal issues for raising awareness about
responsible use of ICT.
3.05 0.93
3 Raising awareness about security,privacy and Internet safety issues. 2.02 0.84
4 Promoting a healthy and safe technological environment. 2.95 1.02
5 Raising awareness about copyright and intellectual property rights. 2.00 1.03
Overall Mean Score 2.60
6. An Exploration of College Principals’ Technology Leadership Competency Assessment
Vol. IV, No. II (Spring 2019) 227
Table No 7 indicates the mean score of statements related to social, legal and ethical issues. Lowest meanscore is
manifested about raising awareness related to intellectual property rights and copyright policy ( m= 2.00), whereas
highest meanscore is about communication of legal, social and ethical issues for raising awareness about
responsaible usage of ICT ( m= 3.05). However, overall mean score of this subscale is 2.60 which shows a lower
range. It means that College principals need to focus more towards ethical, legal and social considerations in ICT
use.
Table 8. Overall Mean Scores of The Six Subscales ( N=50)
Subscale Mean Range Status
Visison and Leadership 3.66 4.15-3.02 Medium
Teaching and Learning 3.79 3.40-4.05 Medium
Professional Practice and Productivity 3.27 3.00-3.98 Medium
Operations, Management & Support 3.73 3.00-4.25 Medium
Evaluation and Assesment 3.48 3.02-4.04 Medium
Ethical, Legal & Social Issues 2.60 2.00-3.05 Low
Table 8 gives a complete overview of the mean scores of all the six subscales related to leadership technology
competency scale. In indicates that highest mean score is related to learning and teaching subscale ( m= 3.79)
whereas lowest mean score is related to sixth subsclae which investigates social, legal and ethical issues ( m= 2.60).
All the other subscales show a medium range whereas last subscale shows a lower range indicating that principals
show lower awarness and less implementation of ethical, legal and social issues related to technology use.
Discusion
This paper raises some issues related to college principals’ technology leadership competencies and defines the
magnitude to which our college administrators are using and integrating technology for their personal and
professional use. Findings indicate that college principals’ use internet two to three times a week for their personal
usage whereas administrative use of computer is on daily basis. However, this study designates that they must be
adept in employing the computer to succour in directorial and instructional tasks.
Findings related to the subscale of leadership and vision state that school leaders/ principals are self aware
about the importance of technology competence. That is the reason they try to attend the seminars and relevant
work shops. However, only attending such professional development programs is not enough for school
improvement. School improvement occurs when school principals attain technology competence and try to transfer
it to their teachers and staff (Tondeur et al ,2015). If h/she has technological competence, only then can the school
climate indicate it in teaching learning (Albion et al, 2015). Findings of the teaching and learning subscale are in
consistant with the work of Meneses & Mominó (2015) and Suyata(2017). It was refelected in these studies also
that school principals have a less focus towards facilitating teachers to analyze student assessment data
technologically and then use it for diagnostic purposes in instruction. However, school principals fully supported
teachers in sharing latest information about technology use in teaching and learning. School principals try to attend
the professional development opportunities but they lack in implementing technology base management systems
for assessing faculty, staff and student data. Diffusion, implementation and usage of technology has increased in
every field of teachiing and learning. With this, more emphasis falls on assessment of the use in level of technology
being incorporated. Decision makers at all levels need to know this so that a comprehensive evaluation program of
technology incorporation in teaching, learning, management and for professional development may be adopted and
implemented (Muhametjanova & Cagiltay,2016). In addition to this, findings also suggest that college principals’
awareness and implementation of intellectual property rights and cyber security rights is towards lower side.
Conclusion
Although the scores of leadership technology competency scale manifested an average mean score on all sub scales,
still it indicates that at least college principals have awareness about the importance of technology usage at personal
and administratvie levels. In the current climate of educational accountability , it becomes imperative for educationa
administrators to use ICT competency for assessing educational and staff data for paving ways towards
organizational development. Leadership requires to provide the effective use of information and communication
technology in the domains of educational assessment, support and management, ethical, social and legal issues for
supporting and enriching instructional environment.
7. Wajeeha Aurangzeb, Tehseen Tahir and Kifayat Khan
228 Global Social Sciences Review (GSSR)
Recommendations
Leadership training programmes may contain modules related to professional use of databases, content and data
management systems in order to enhance principals’ use of these for day-to-day administrative purposes. In addition
to this, principals may be trained to use information and communication technology for efficient use of technology
based management systems to access personal records of faculty and staff for institutional improvement.
Furthermore, supporting faculty and staff in using and connecting to technology systems for operations and
management, such as curriculum management system and student information system needs to be addressed by
the college principals. Last but not the least, upper management may provide comprehensive training to college
principals about intellectual property rights, copy right issues, safety, privacy and cyber security related issues so
that they can empower their students and teachers in these domains.
8. An Exploration of College Principals’ Technology Leadership Competency Assessment
Vol. IV, No. II (Spring 2019) 229
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