Empowering Principals to Lead with Technology
Abstract: Integrating technology in the classroom requires strong building-level leadership, yet it is not clear what administrators should do to guide the technology integration process. This design-based research describes a year-long program which has empowered a group of urban principals to lead building-level technology integration efforts. The “Principal-agent” theory from economic and organizational literature would indicate that principals must try to shape teachers’ classroom behavior to achieve results, and yet principals do not know enough about technology leadership to do this effectively. Just as teachers need a process to help them use technology to promote student understanding, administrators need a process to help them work effectively with teachers to support the infusion of technology. Key elements such as technology skill-building for administrators, teacher needs assessments, project-based learning, and walkthrough protocols proved essential in this school leadership effort.
Presider: HeeYoung Kim, Armstrong Atlantic State University