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)

1

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.

2

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.

3

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

4

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

5

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

6

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

7

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

8

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

9

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

10

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

11

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

12

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.

13

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.

14

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).

15

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

16

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

17

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

18

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.

19

TECHNOLOGY LEADERSHIP: PRINCIPAL’S ROLES AND CHALLENGERS

References

Baharom Mohamad, Ahmad Esa, Lian Ai Fang, Mohamad Hisyam Mohd Hashim &

Zurina Yasak. 2007. Pengintegrasian pengurusan pengetahuan ke dalam sistem

pengurusan teknologi maklumat dan komunikasi di IPT. UTHOM prosiding seminar

kebangsaan JPPG 2007: Teknologi dalam pendidikan.

Brockmeier, L. L., Sermon, J. M., & Hope, W. C. 2005. Principals'

relationship with computer technology. National Association of Secondary

School Principals Bulletin, 89(643).

Creigton,T. 2003. The principal as technology leader. California: Corwin Press,

Inc.

Creswell, J. W. 2003. Education research: Planning, conducting and evaluating

quantitative and qualitative research. New Jersey: Pearson Publication.

Dawson, C. & Rakes, G.C. 2003. The influence of principals’ technology

training on the integration of technology into school. Journal Of

Research On Technology In Education 36(1): 29-49.

20

TECHNOLOGY LEADERSHIP: PRINCIPAL’S ROLES AND CHALLENGERSDexter, S. 2007. Show me the leadership: The impact of distributed technology

leadership teams ’ membership and practices at four laptop schools. 88th

Annual Meeting ofthe American Educational Research Association, Chicago, IL.

Dufour, R., & Marzano, R.J. 2009. High-leverage for principal

leadership. Educational Leadership, 66(5), 62-68.

Flanagan, L. & Jacobsen, M. 2003. Technology leadership for twenty-

first century principal. Journal of educational Administration. Vol.41. 124-142.

Fletcher, G.H. 2009. A matter of principals. T.H.E. Journal 36(5), 22-28.

Fullan, M. 2007. The new meaning of educational change (4th ed.). New York:

Teachers College, Columbia University.

Gichoya, D. 2005. Factors affecting the successful implementation of

ICT projects in government. Electronic Journal of e-Government, 3(4), 175-

184.

Goldring, E., Porter, A. C., Murphy, J., Elliott, S. N. & Craven, Xiu.

2006. Learning-Centered Leadership: Conceptual foundation. Vanderbilt

University.

Gosmire, D., & Grady, M.L. 2007. A bumpy road: Principal as technology

leader. Principals, 7(6), 16-21.

Grey-Bowen, J.E. 2011. A study of technology leadership among elementary public

school principals in Miami-Dade County.

21

TECHNOLOGY LEADERSHIP: PRINCIPAL’S ROLES AND CHALLENGERSGrove, K., Strudler, N., & Odell, S. 2004. Mentoring toward technology

use: Cooperating teacher practice in supporting student teachers.

Journal Of Research On Technology In Education, 37(1), 85-110.

Gosmire, D., & Grady, M.L. 2007. A bumpy road: Principal as technology

leader. Principals, 7(6), 16-21.

Dufour, R., & Marzano, R.J. 2009. High-leverage for principal

leadership. Educational Leadership, 66(5), 62-68.

Kementerian Pendidikan Malaysia. 2012. Laporan awal Pelan Pembangunan

Pendidikan Malaysia 2013-2025.

Knezek, D. 2009. Updating tech standards for administrators.

http://www.youtube.com/watch?v=82AtD9frGnM.

Kozloski, C.K. 2006. Principal leadership for technology integration. A study of

principal technology leadership. PhD Thesis: Drexel University.

Leithwood, K.A. & Riehl, C. 2005. What we know about successful school

leadership. Philadelphia, PA: Laboratory for student success, Temple

University.

Macaulay, L. S. 2009. Elementary principals as technology instructional leaders.

http://www.iste.org/Content/NavigationMenu/Research/NECC_Research_Paper_

achives?NECC2009/.

Metcalf, W, M. 2012. K-12 Principals’ perceptions of their technology leadership

preparedness. PhD Thesis. Statesboro: Georgia.

22

TECHNOLOGY LEADERSHIP: PRINCIPAL’S ROLES AND CHALLENGERSMiller, M.L. 2008. A mixed-methods study in identify aspects of technology leadership in

elementary school. ProQuest.

Mohammed Sani & Norazah Mohd Nordin. 2006. Strategic leadership in developing

teachers as professionals and learners in the contemporary millieu. Proceeding 2nd.

International Conference on Principalship and School Management, Kuala

Lumpur.

Moktar Johar. 2011. Kepimpinan teknologi dan kompetensi ICT guru di SM Agama di

Daerah Kuching Sarawak. Unpublished Master in Principalship Project,

University of Malaya.

Mrazek, R., Hollingsworth, M., & Street, M. 2005. Scaling the digital leadership

divide. In C.Crawford, R. Carlsen, I. Gibson, K. McFerrin, J. Price, R. Weber &

D.A. Wilis (Eds), Society for Informastion Technology & Theacer Education

International Conference Annual. 1819-1826. Norfolk, VA: AACE.

Nesbit, C. John & Adesope, Olusola O. 2006. Learning with concept and

knowledge maps: A Meta-analysis. Review of Educational Research

76(3):413-448.

Redish, T. & Chan, C. T. 2007. Technology Leadership: Aspiring Administrators ’

Perception. Journal for The Intergration of Technology in Education, 6(3), 123-139.

Roblyer, M. D. & Schwier, R. 2003. Integrating educational technology into

teaching. Toronto: Prentice Hall.

Rogers, E. M. 2003. Diffusion of innovations. New York: Free Press.

Rossafari Mohamad & Balakrishnan A/L Munindy. 2007. Menterjemahkan

kepimpinan teknologi bagi melahirkan kepimpinan instruksional yang

cemerlang. Jurnal Pengurusan dan Kepimpinan Pendidikan, 17 (2): 91 – 103.

23

TECHNOLOGY LEADERSHIP: PRINCIPAL’S ROLES AND CHALLENGERSSathiamoorthy Kannan. 2013. Kepimpinan teknologi pengetua. Kolokium ICT dalam

pengurusan dan kepimpinan pendidikan 2013. Institut Aminuddin Baki.

Sincar, M. 2013. Challenges school principals facing in the context of technology

leadership. Educational Sciences: Theory & Practice, 13(2), 1273-1284.

Sykora, C. 2009. Building ed. tech leadership. Learning & Leading with Technology, 48.

Tabachnick, B.G. & Fidell, L.S. 2001. Using multivariate statistics. Boston, M.A.: Allyn

& Bacon.

Tan, S.C. 2010. Technology leadership-lesson from empirical research. In C. Steel, M.J. Keppell

& P. Gerbic, Curriculum, technology & transformation for an known future.

Proceedings ascilite Sydney 2010.

Wang, C.S. 2010. Technology leadership among school principals: A

technology-coordinator’s perspective. Asian Social Science. Vol 6 Nov

51-54.

24