Using the power of research to inform ICT integration in education

Andrea Burns Jackson (2009) The Relationship Between Principals’ Technological Leadership and Their School’s Implementation of Instructional Technology, A Dissertation Submitted to the Graduate Faculty of Georgia Southern University in Partial Fulfillment of the Requirements for the Degree of Doctor of Education

Despite the importance of technology, many principals ignore technology integration within their schools. Administrators commonly are proficient in technology for administrative purposes; however, they are deficient in areas of instructional technology. A technologically competent leader has a greater tendency to pass on technology-related characteristics within his or her school. The transformation of integrating technology within the curriculum is everyone’s responsibility but the primary responsibility resides with the school’s principal being receptive and competent in the area of technology before its consistent implementation is visible within the school. Principal leadership is a vital factor that affects the effective use of technology in classrooms. When used properly, technology becomes an accelerator of momentum and makes learning more interactive and captivating for the average student.

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