Professional Documents
Culture Documents
INTRODUCTION
Research Questions (if research questions are not specifically mentioned, what is
the theoretical background or overarching theme):
What is school principals perception of the importance of technology in schools?
Can principals technology use and view change students success?
In terms of technology use what successful school principals do in order to increase
students academic achievement and graduation rates? (Day & Leithwood, 2007;
Schargel, Thacker, & Bell, 2007; Waxman, MacNeil, & Lee, 2006).
DISCUSSIONS
Conclusions/Implications (for your profession):
In the study MacNeil and Delafield (1998) found that if administrators can be role
models as technology leaders, the teachers and students may integrate and use
technology more successfully in the schools.
There are still some administrators who are not adequately using technology and
they have little experience or training in the technology knowledge and skills.
They should have more experience and training and be effective technology
leaders (Ertmer, Bai, Dong, Khalil, Park, & Wang, 2002).
School leaders should use latest technology to help other school personnel.
If principals do not have adequate knowledge about technology use, they will not
be able to help and support teachers and students.
School leaders visions must include technology. (Paben, 2002.)
Administrators need to have sufficient experiences to develop an understanding
of how technology can improve instructional practices and strategies for
supporting teachers efforts to use technology in the classroom. (Schmeltzer,
2001.)
Study shows that it is important to use technology from principals point of view.
Principals also see the importance of using technology for data sharing and
management, as a resource, for administrative tasks and for student learning.
REFLECTIONS
Students Reflections (changes to your understanding; implications for your
school/work):
The article states that school principals prefer to use technology mainly for communication,
instruction, data sharing and management, a resource, administrative tasks, and student learning.
When I read this article I examined my current schools administrators technology use.
Our principal use technology to communicate teachers, parents, and other stakeholders. He uses
database to keep records of staff and students. Admins share google documents to share data.
Assistant principals use some administrative tools for their own tasks. And finally teachers use
technology to improve quality of instruction. I do not think the principal and assistant principals
know every single tools that teachers currently use in their classrooms, however administrators
support using these technology tools in the classroom. For example, last week our principal
arranged some coffee talk sessions for teachers to ask them what kind of technology tools they
are using in their classes and if they need any support from admins. I really found that meetings
supportive even if they do not know what I am using in my classes. I believe and support that all
administrators should be knowledgeable about their teachers technology use, what teachers are
using in their classes, are they enough trained, and do they need any help. However, with some
reasons they are not having chance to examine every technology tools that used in the school. I
did not work with any principal so far who really know how to use all technology tools that are
being used in the school. Since I am teaching Computer in my school, I am not having any
difficulty to use technology in my classes; however other subject teachers are having hard times
with new technology tools in their classes and cannot get help every time when they need
support.