Post on 24-Feb-2023
TECHNOLOGY LEADERSHIP: PRINCIPAL’S ROLES AND CHALLENGERSTechnology Leadership: Principal’s Roles and Challenges
Ms. Faridah Juraime
Faculty of Education, National University of Malaysia
43600 UKM Bangi, Selangor, Malaysia
Tel: +601-22083357 e-mail: faridah270571@yahoo.com
Mohd Izham bin Mohd Hamzah
Faculty of Education, National University of Malaysia
43600 UKM, Bangi, Selangor, Malaysia
Tel: +01-27314529 e-mail: izham@ukm.my
ABSTRACT
The 21st century is very synonymous with the world of digital age. It
is based on the information and communication technology skills
resulting in these skills becoming increasingly important. The
application of ICT skills in accordance with the requirements of this
century to be applied in the field of education, particularly in the
management and administration of schools and the teaching and learning
process is very important. This concept paper is built based on the
empirical findings discussing the role and the challenges faced by the
principals in the practice of leadership technology. The role of
leadership in technology discussed is based on the National
Educational Technology Standards-Administrators 2009 (NETS-A 2009)
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TECHNOLOGY LEADERSHIP: PRINCIPAL’S ROLES AND CHALLENGERSwhich consists of five dimensions: visionary leadership, digital age
learning culture, excellence in profesional practice, systemic
improvement and digital citizenship. Next, the challenges faced by the
principal in practicing this type of leadership is the level of
leadership knowledge; pedagogical issue; lack of professional
development and the issue of equity. Finally, to determine the maximum
and effective use of information and communication technologies in the
educational system, excellent and knowledgeable school leadership is
very crucial.
Keywords: technology leadership, principal, NETS-A 2009
INTRODUCTION
The use of information technology and communications in the
teaching industry is not something new and foreign. In fact, it has
long been introduced in developed nations such as the United States
and Europe since the early 1960s (Nesbit & Adesope 2006). Malaysia, is
also not left behind in enjoying the development and explosion of
information technology and communications.
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TECHNOLOGY LEADERSHIP: PRINCIPAL’S ROLES AND CHALLENGERSInformation Technology and Communications, synonymous with the
term ICT, has had a great effect on the shifting changes of management
systems and education management in developing countries such as
Malaysia. One of the strategies employed by Malaysia through its
Education Ministry is the development of the Malaysian Educational
Blueprint or Pelan Pembangunan Pendidikan Malaysia (PPPM) 2013-2025, which
aims to broaden access and ICT facilities equity to all students. The
strategies put forth in the PPPM is through its seventh shift, which
is capitalizing on ICT to improve the teaching qualities in Malaysia.
In order to balance out the access and equity towards ICT facilities,
the Malaysian Government has allocated funds for the development of
ICT infrastructures as time goes by (PPPM 2013-2025 2013).
Hence, in achieving the aim of PPPM’s seventh shift, an
effective, excellent and informed school leadership is very important
in determining the use of information technology and communication
resources in a school's administrative system, in its teaching and
learning process and among teachers alike. It has to be implemented to
its utmost capacity so that the excellence which is aimed at by the
Malaysian Education system can and will be achieved.
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TECHNOLOGY LEADERSHIP: PRINCIPAL’S ROLES AND CHALLENGERSBACKGROUND
Technology leadership is the combination of strategy and general
leadership techniques, but is more focused on technology, particularly
those which has a connection to access towards tools, technology
updating and the realization that the professional expansion and
application of technology is always changing according to the needs of
the generation. Metcalf (2012) states that school leaders are facing
challenging task of applying technology in order to make the learning
process more effective. A school leader must also combine various
responsibilities to ensure those technology resources are available
and safe for the use of students and teachers alike. Simultaneously,
school leaders must become a role model to encourage the use of
technology in the learning process and also organizational management
in this 21st century.
On the other hand, Rossafari and Balakrishnan (2007) states that
even though the transformation in integrating technology into a
curriculum is the responsibility of all, in the school's context, it
has to be the prime responsibility of a principal. Technology leaders
at all levels have to understand which components in an education
system is needed to lead technological integration. ICT has been found
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TECHNOLOGY LEADERSHIP: PRINCIPAL’S ROLES AND CHALLENGERSto be one of the main factors which contribute to the achievement of
the nation's education development. Therefore principals, as
instructional leaders, need to know and apply technology in teaching
and also be a leader in technology expansion to prepare students
towards a technology-driven community, in line with the advancement of
the digital era.
Meanwhile, Mohammed Sani and Norazah (2006) explains that to
inculcate the application of ICT and to fully maximize the potential
of ICT in the learning process, teachers and school administrators are
the two elements which are critical and exerts the most amount of
influence and needs to be given attention to. As for Dawson and Rakes
(2003), the role of the principal is seen as more important because no
matter how many teachers are already trained for technology
integration, the programme cannot succeed without the encouragement
from the principal.
In a nutshell, technology management stresses the achievement of
management efficiency by ensuring the right information can be
obtained at the right time. To achieve this, the role of technology is
always improved to increase integration in the administrative process
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TECHNOLOGY LEADERSHIP: PRINCIPAL’S ROLES AND CHALLENGERSand also management and eventually in the teaching and learning
process.
ROLE OF TECHNOLOGY LEADERS
Technology leadership refers to a set of leadership skills which
encompass planning, evaluating, coordinating and the improvement of
teaching and learning. This kind of leadership also refers to
leadership centred towards teaching (Goldring et al. 2009). Various
research and theories agree that leaders are one of the main factors
in the organizational change process, especially in schools (Leithwood
& Riehl 2005; Stronge et al. 2008;) and also includes changes brought
upon by technology (Dexter 2007; Fletcher 2009; Gosmire & Grady 2007;
Grey-Bowen 2011; Macauly 2009; Redish & Chan 2007).
Specifically, the role which can be acted upon by a principal is
that of a vision-driven leader, leadership by example and to support
technology integration which is key towards the success of an
organization (Grosmire & Grady 2007). According to Kozloski (2006),
education leaders must understand, promote and execute technology
integration which not only stresses on the technological aspect, but
focuses on the future of the next generation and lead teachers to
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TECHNOLOGY LEADERSHIP: PRINCIPAL’S ROLES AND CHALLENGERSchange their pedagogy and strategies in the teaching and learning
process to further increase excellence of students.
Indirectly, to achieve optimum ICT assimilation as suggested by
Fullan (2007) and Rogers (2003), certain changes must be led by an
effective leader. Normally in schools, principals as leaders have to
play a role in ensuring success in the implementation of ICT is
schools and not its failure (Gichoya 2005). Principals, as agents of
change, need to become effective leaders in the process of ICT
implementation and subsequently achieve positive changes in the
processes of teaching and learning (duFour & Marzano 2009).
This paper discusses the roles of a principal as a technology
leader that will lead to roles as described by the International Society of
Technology in Educational (ISTE) through the National Educational Technology
Standard-Administrators (NETS-A 2009). Rogers (2011) explains that
NETS-A and its implementation dimension needs administrators,
especially principals, to play an active role with regards to planning
and the implementation of technology-related projects as visions and
missions for technology integration in all aspects of education. NETS-
A also conducts agreements with selected parties with regards to
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TECHNOLOGY LEADERSHIP: PRINCIPAL’S ROLES AND CHALLENGERSdimensions that can make a leader an effective technology leader
(Miller 2008).
NETS-A 2009 provides the expertise and knowledge to school leader
for continued leadership and the preservation of culture which
supports the era of digital education, for the development and the
inculcation of technological visions and also for implementing
transformation towards the education landscape (Knezek 2009). Sykora
(2009) states that the NETS-A encompasses the aspects of leadership
sharing and the culture between the leader and concerned parties,
values of leadership by example and support of the culture of change
and ready to take risks. Consequently, NETS-A 2009 is comprised of
five dimensions, which are visionary leadership; digital age learning
culture; excellence inprofesional practice; systemic improvement; and
digital citizenship. Below are the detailed explanation of each
dimension in the NETS-A 2009.
i. Visionary Leadership
Administrators of education, especially the principal, must play
a role in providing inspiration, bringing about development, and
sharing their vision to integrate technology wholly to encourage
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TECHNOLOGY LEADERSHIP: PRINCIPAL’S ROLES AND CHALLENGERSexcellence and to support the transformation of the entire
organization.
ii. Digital Age Learning Culture
Administrators of education also need to create, encourage and
dynamically maintain a digital era education culture by providing
a detailed, relevant and interesting education for all students.
With that, the principal has to ensure instructional innovation
gives attention to the continued learning advancement of the
digital world; to become a role model in the usage of ICT
technology; to provide a student-centred environment complete
with technology; and to take part in community learning which
stimulates innovation, creativity and cooperation in the digital
era.
iii. Excellence in Professional Practice
Administrators of education encourage a professional learning
environment and innovation which gives power to educators to
improve students' learning through the latest technology and
digital resources. This role can be implemented by the principal
by providing time, resource and access towards ICT technology; by
simplifying and participating in community learning; by promoting
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TECHNOLOGY LEADERSHIP: PRINCIPAL’S ROLES AND CHALLENGERSand becoming a role model in effective communication; and by
always keeping up with education research and combining trends
regarding the efficiency of technology usage especially in
schools.
iv. Systemic Improvement
Administrators of education provide leadership and digital era
management to further increase and upgrade the organization
through the usage of information resources and technology
effectively. Principals must also be driven to bring about change
to maximize learning goal achievements through the use of
technology.
v. Digital Citizenship
Administrators of education are role models in simplifying the
understanding of social issues, ethics and law and also are
responsible with the digital culture which always changes. Other
than that, principals must also ensure a balanced access to
technology to fulfil the needs of all students.
Therefore, education managers have to emphasize ICT as an
important variable in trying to create a high-prestige management
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TECHNOLOGY LEADERSHIP: PRINCIPAL’S ROLES AND CHALLENGERSsystem. Specifically, ICT management emphasizes achievement in
management excellence by ensuring the correct information which can be
obtained on time. To achieve that goal, the role of ICT is always
being upgraded to further improve ICT technology integration in the
management process. Finally, it can be deduced that technology
leadership requires administrators to change current practices and to
be more open-minded towards the anticipation of transformation to
leadership skills, knowledge and traditional tendencies in school
management.
CHALLENGES IN TECHNOLOGY LEADERSHIP
Based on previous research, even though school administrators
have already fulfilled all five standards laid out by the NETS-A, this
does promise that a principal will be an effective technology leader
in implementing ICT technology in school, especially in the processes
of teaching and learning (Sincar 2013). Multiple perspectives have
been obtained whereby not even one model and prevent a principal from
facing obstacles while performing his duties as a technology leader.
Those challenges can be overcome by identifying each obstacle and
coming up with strategies that will be used to overcome such
obstacles. Creswell (2003) also states that technology leadership
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TECHNOLOGY LEADERSHIP: PRINCIPAL’S ROLES AND CHALLENGERSplays an important role with regards to information technology and
communications integration to identify the strategies used by
principals in developing the school in which he has been entrusted
with.
Some of the obstacles which can be identified in the process of
technology integration by a principal's technology leadership is the
lack of leadership knowledge; pedagogical issues; lack of training,
and finally equity issues. A majority of school principals is seen as
not being trained to play their role as technology leaders in all four
of the mentioned aspects and they face problems in developing the
human aspect and technical resources need to achieve the best ICT
integrity outcome in schools. Below are the detailed explanations with
regards to the challenges faced by a technology leader, especially
school principals.
Lack of Leadership Knowledge
Based on previous studies, there is a lack of leadership
knowledge among school administrators, especially principals with
regard to technology leadership (Creighton 2003; Sathiamoorthy 2013;
Mrazek, Hollingsworth & Street 2005; Baharom et al. 2007). Creighton's
(2003) research found principals rarely make evaluations and
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TECHNOLOGY LEADERSHIP: PRINCIPAL’S ROLES AND CHALLENGERSassessments towards teachers in the aspects of ICT integration,
application level, mastery level, the collection of data to improve on
weakness, performance, and these are also the restricting factors in
the integration of ICT in schools. Sathiamoorthy (2013) states that
principals need to be continually exposed to new roles and focused
exercises so that not only would they master and prepare themselves
with ICT knowledge, buat also function as technology leaders in their
schools.
A research done by Mrazek, Hollingsworth and Street (2005) found
that there exists a gap in the acceptance of technology leadership
standards which have been determined, especially at the district
level. Their research also found that effective technology leadership
requires adequate knowledge about both aspects of education and
leadership beforehand. Further research will have to be conducted to
see the similarities between both aspects. The research of Mrazek et
al. was conducted to determine the capacity of technology leadership,
the understanding of technology leadership, to provide the direction
in developing technology leadership capacity in an organization's
future.
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TECHNOLOGY LEADERSHIP: PRINCIPAL’S ROLES AND CHALLENGERSBaharom et al. (2007) states that in order to have an ICT
management system which is planned and systematic, every ICT
management team has to have a diverse knowledge about ICT. They have
to explore all possibilities in trying to obtain knowledge about ICT
through reading, exercises, the Internet or doing research. It is
pertinent that all members of the ICT management team be exposed to
complex knowledge also. Therefore, the knowledge obtained and be used
to improve the quality of ICT management systems and the knowledge
obtained by an individual should be shared with others for the good of
the team and organization they are attached to.
Pedagogical Issues
In today's education era, other than the expectation for schools
to produce excellent academic results, it is important for the
school's leader to ensure its students are aware and up to date about
development, especially in the field of information technology. This
is in line with words that say an excellent school is made up of
effective management and leadership. Even so, Metcalf (2012) states
that school leaders face a difficult job in applying technology to
improve the processes of learning and teaching.
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TECHNOLOGY LEADERSHIP: PRINCIPAL’S ROLES AND CHALLENGERSWhen talking about technology in education, Grove, Strudler and
Odell (2004) states that the value of technology in the classroom has
raised issues and debate among education technologists. Technology has
been proven to increase productivity, increase motivation, supports
the process of learning and teaching and finally increases knowledge
literacy (Roblyer & Schwier 2003).
On the other hand, Mohd.Izham & Norazah (2007) deduced that all
changes in the school, especially the implementation of ICT in
schools, have to start from the actions of the school's administrator,
whereby the school leader needs to create and plan all positive
cultural changes and technology-based ICT implementation at the
school. To achieve that, administrators have to be role models to
encourage the use of technology, especially in the processes of
learning and teaching, and also in organizational management in this
21st century. Also, as curriculum leaders, the principal or
headmaster/headmistress has to understand that the function of ICT is
not only as a way to promote computer literacy, but something that can
bring about change to the processes of learning and teaching. (Hong &
Koh 2002).
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TECHNOLOGY LEADERSHIP: PRINCIPAL’S ROLES AND CHALLENGERSMeanwhile, Moktar (2010) states that effective, knowledgeable and
well-informed school leadership is very important in determining
whether the use of technology and improve on the processes of learning
and teaching. This is because a majority of school leaders are not
comfortable in becoming leaders in the field of technology, or they
are unsure technology can improve upon the processes of teaching and
learning.
Lack Of Training
The research of Brockmeier et al. (2005) found out that there are
principals who lack the skills to become a technology leader. Tan
(2010) states that based on previous studies, technology leadership is
linked to school principals as the main leader in changes related to
technology. A lot of research suggests the lack of professional
development about the usage of technology is the biggest challenge for
school leaders. This is because training in the aspects of technology
leadership is an important factor in creating a technology leader in
schools. (Flanagan & Jacobsen 2003; Schiler 2003; Wang 2010).
Wang (2010), who has conducted a research which identifies
obstacles to technology integration among school administrators
through the viewpoint and perception of an ICT coordinator. The first
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TECHNOLOGY LEADERSHIP: PRINCIPAL’S ROLES AND CHALLENGERSobstacle was that school administrators did not have the vision to
integrate ICT in education and the lack of commitment from the
administrators. Secondly, no administrators were entrusted in managing
technology resources. Finally, the administrators did not empower an
ICT coordinator to integrate technology at the school. These obstacles
have caused the ICT coordinator to feel disappointed and in the end
affects the technology integrity of the school.
Finally, Fullan (2007) states that an effective school leader
must have the following criteria: understanding about change, open-
mindedness towards innovation; and the need to motivate someone to
learn and teach. A leader must not only depend on the school's
teachers and students to use technology in the processes of learning
and teaching, but the leader also has to follow technological
advancements and use technology himself. In other words, a technology
leader will have to be a model technology user for teachers and
students alike.
Equity Issues
Issues related to equity is also one of the obstacles faced by
school principals in performing their duties as technology leaders at
school. Flanagan and Jacobsen (2003) states that school-based
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TECHNOLOGY LEADERSHIP: PRINCIPAL’S ROLES AND CHALLENGERStechnologies are not equally distributed among all schools, whereby
some schools receive more in terms of resource allocation and such.
In Malaysia, the Education Ministry has introduced ICT in
education which encompasses the aspects of infrastructure, content,
teacher's training and also the provision of computers to facilitate
growth of ICT in the education system. Despite the Government's
efforts, a few issues have been identified which has affected the
usage of ICT in the processes of teaching and learning. Some of the
issue are the imbalanced provision of computers between schools in
urban and rural areas, difficulty in obtaining the appropriate
learning and teaching computer software, non-effective training of
teachers who are supposed to manage the computer systems, lack of
adequate computer hardware maintenance, and also the lack of teachers
already trained in ICT. Therefore, the Education Ministry needs to
ensure that every school be equipped with ICT infrastructures in hopes
to achieving each and every teacher and student be ICT competent.
Conclusion
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TECHNOLOGY LEADERSHIP: PRINCIPAL’S ROLES AND CHALLENGERSThe role of information technology is very important in the education
system to be more challenging and to face global competition. School
administrators do not have the option of accepting the change and the
phenomenon of current technology. Seamless movement of information in
this era of globalization has inspired so that each school receives
all the changes without question the application and implementation of
ICT in the organization.
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TECHNOLOGY LEADERSHIP: PRINCIPAL’S ROLES AND CHALLENGERS
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