Supporting Learning Leaders for the Effective Integration of Technology into Schools

Technology, Knowledge and Learning - Tập 23 Số 3 - Trang 457-472 - 2018
Rhonda Christensen1, Koos Eichhorn2, Sarah Prestridge3, Dominik Petko4, Henk Sligte5, Rowland Baker6, Ghaida M. Alayyar7, Gerald Knezek1
1University of North Texas, Denton, USA
2Lucas Onderwijs, The Hague, The Netherlands
3Griffith University, Nathan, Australia
4Pädagogische Hochschule Schwyz, Goldau, Switzerland
5Kohnstamm Institute, University of Amsterdam, Amsterdam, The Netherlands
6Santa Cruz County Office of Education, Santa Cruz, USA
7Public Authority of Applied Education and Training, Adailiyah, Kuwait

Tóm tắt

Từ khóa


Tài liệu tham khảo

Alghamdi, A., & Prestridge, S. (2015). Alignment between principal and teacher beliefs about technology use. Australian Educational Computing. http://journal.acce.edu.au/index.php/AEC/article/view/52 . Accessed 11 Dec 2017.

Anderson, R. E., & Dexter, S. (2005). School technology leadership: An empirical investigation of prevalence and effect. Educational Administration Abstracts, 40(3), 49–82.

Bass, B. M. (1990). From transactional to transformational leadership: Learning to share the vision. Organizational Dynamics, 18(3), 19–31. https://doi.org/10.1016/0090-2616(90)90061-s .

Blitz, C. L. (2013). Can online learning communities achieve the goals of traditional professional learning communities? What the literature says. (REL 2013-003). Washington, DC: Regional Educational Laboratory Mid-Atlantic. Retrieved 11 Dec 2017 from http://ies.ed.gov/ncee/edlabs .

Bovey, W. H., & Hede, A. (2001). Resistance to organizational change: The role of cognitive and affective processes. Leadership & Organization Development Journal, 22(8), 372–382. https://doi.org/10.1108/01437730110410099 .

Bridges, J. W. (2003). Principal influence: Sustaining a vision for powerful new forms of learning using technology. Doctoral Dissertation. University of California at Los Angeles. www.learntechlib.org/p/45492

Burns, J. M. (1978). Leadership. New York, NY: Harper & Row.

Chang, I. H. (2012). The effect of principals’ technological leadership on teachers’ technological literacy and teaching effectiveness in Taiwanese elementary schools. Journal of Educational Technology & Society, 15(2), 328–340.

Davies, P. M. (2010). On school educational technology leadership. Management in Education, 24(2), 55–61. https://doi.org/10.1177/0892020610363089 .

Davis, S., Darling-Hammond, L., LaPointe, M., & Meyerson, D. (2005). Review of research, school leadership study: Developing successful principals. Stanford: Stanford Educational Leadership Institute and the Wallace Foundation.

Dawson, K., & Rakes, G. (2003). The influence of principals’ technology training on the integration of technology into schools. Journal of Research on Technology in Education, 35, 29–49.

DeVita, C. (2010). Four big lessons from a decade of work. In Wallace Foundation (Ed.), Educational leadership: An agenda for school improvement (pp. 2–5). Available from http://wallacefoundation.org/knowledge-center/school-leadership/key-research/Documents/education-leadership-an-agenda-for-school-improvement.pdf . Accessed 11 Dec 2017.

Dweck, C. S. (2010). Mind-sets. Principal Leadership, 10(5), 26–29.

Egodawatte, G., McDougall, D., & Stoilescu, D. (2011). The effects of teacher collaboration in Grade 9 applied mathematics. Educational Research for Policy and Practice, 10, 189–209. https://doi.org/10.1007/s10671-011-9104-y .

Ertmer, P. A., & Ottenbreit-Leftwich, A. (2013). Removing obstacles to the pedagogical changes required by Jonassen’s vision of authentic technology-enabled learning. Computers & Education, 64, 175–182.

Ertmer, P. A., Ottenbreit-Leftwich, A. T., Sadik, O., Sendurur, E., & Sendurur, P. (2012). Teacher beliefs and technology integration practices: A critical relationship. Computers & Education, 59(2), 423–435.

Franciosi, S. J. (2012). Transformational leadership for education in a digital culture. Digital Culture & Education, 4(1), 235–247.

Fullan, M. (1991). The new meaning of educational change. London: Cassell.

Fullan, M. (2001). Leading in a culture of change. San Francisco, CA: Jossey-Bass.

Fullan, M. (2010). All systems go. Thousand Oaks, CA: Corwin.

Fullan, M. (2014). The principal: Three keys to maximizing impact/Michael Fullan. San Francisco, CA: Jossey-Bass.

Guba, E. G., & Lincoln, Y. S. (1989). Fourth generation evaluation. Newbury Park, CA: Sage Publications.

Hallinger, P. (2003). Leading educational change: Reflections on the practice of instructional and transformational leadership. Cambridge journal of education, 33(3), 329–352. https://doi.org/10.1080/0305764032000122005 .

Harasim. (2012). Learning theory and online technologies. New York: Routledge.

Hattie, J. A. C. (2003). Teachers make a difference: What is the research evidence? Paper presented at the Building Teacher Quality: What does the research tell us ACER Research Conference, Melbourne, Australia. Retrieved from http://research.acer.edu.au/research_conference_2003/4 . Accessed 11 Dec 2017.

Hew, K. F., & Brush, T. (2007). Integrating technology into K–12 teaching and learning: Current knowledge gaps and recommendations for future research. Educational Technology Research and Development, 55(3), 223–252. https://doi.org/10.1007/s11423-006 .

Howell, J. M., & Avolio, B. J. (1993). Transformational leadership, transactional leadership, locus of control, and support for innovation: Key predictors of consolidated-business-unit performance. Journal of Applied Psychology, 78(6), 891–902. https://doi.org/10.1037/0021-9010.78.6.891 .

Hughes, M., & Zachariah, S. (2001). An investigation into the relationship between effective administrative leadership styles and the use of technology. International Electronic Journal for Leadership in Learning (IEJLL), 5(5). http://iejll.journalhosting.ucalgary.ca/iejll/index.php/ijll/article/view/498 . Accessed 11 Dec 2017.

Hutchison, A., & Reinking, D. (2011). Teachers’ perceptions of integrating information and communication technologies into literacy instruction: A national survey in the United States. Reading Research Quarterly, 46(4), 312–333.

International Society for Technology in Education (ISTE). (2018). ISTE standards for administrators. Available from https://www.iste.org/standards/for-education-leaders . Accessed 11 Dec 2017.

ISTE Standards for Administrators. (2011). NET•S for Administrators. www.iste.org/standards/standards/standards-for-administrators . Accessed 11 Dec 2017.

Jacobson, M. J., So, H.-J., Teo, T., Lee, J., Pathak, S., & Lossman, H. (2010). Epistemology and learning: Impact on pedagogical practices and technology use in Singapore schools. Computers & Education, 55(4), 1694–1706.

Judge, T. A., & Piccolo, R. F. (2004). Transformational and transactional leadership: A meta-analytic test of their relative validity. Journal of Applied Psychology, 89(5), 755–768. https://doi.org/10.1037/0021-9010.89.5.755 .

Law, N., Pelgrum, W., & Plomp, T. (2008). Pedagogy and ICT use in schools around the world. Findings form the IEA SITES 2006 Study. Hong Kong: CERC/Springer.

Leithwood, K., Harris, A., & Hopkins, D. (2008). Seven strong claims about successful school leadership. School Leadership and Management, 28(1), 27–42. https://doi.org/10.1080/13632430701800060 .

Leithwood, K. A., & Riehl, C. (2003). What we know about successful school leadership. Nottingham: National College for School Leadership.

Lewin, K. (1943). Forces behind food habits and methods of change. Bulletin of the National Research Council, 108, 35–65.

Lieberman, A., & Miller, L. (2014). Chapter 1: Teachers as professionals: Evolving definitions of staff development. In L. Martin, S. Kragler, D. Quatroche, & K. Bauserman (Eds.), Handbook of professional development in education: Successful models and practices, Prek-12 (pp. 3–21). New York City: Guilford Publications.

Little, J. W. (1999). Organising schools for teacher learning. In L. Darling-Hammond & G. Sykes (Eds.), Teaching as the learning profession: Handbook of policy and practice (pp. 233–262). San Francisco: Jossey Bass.

Loveless, A. (2003). The interaction between primary teachers’ perceptions of ICT and their pedagogy. Education and Information Technologies, 8(4), 313–326.

Macneill, N., Cavanagh, R. F., & Silcox, S. (2005). Pedagogic leadership: Refocusing on learning and teaching. IEJLL: International Electronic Journal for Leadership in Learning, 9(2). http://iejll.journalhosting.ucalgary.ca/iejll/index.php/ijll/article/view/402/64 . Accessed 11 Dec 2017.

Meirink, J. A., Imants, J., Meijer, P. C., & Verloop, N. (2010). Teacher learning and collaboration in innovative teams. Cambridge journal of education, 40, 161–181.

Mishra, A. K., & Spreitzer, G. M. (1998). Explaining how survivors respond to downsizing: The roles of trust, empowerment, justice, and work redesign. Academy of Management Review, 23(3), 567–588. https://doi.org/10.2307/259295 .

Mulford, B. (2003). School leaders: Changing roles and impact on teacher and school effectiveness. A paper commissioned by the Education and Training Policy Division, OECD for the Activity Attracting, Developing and Retaining Effective Teachers. Available http://www.oecd.org/edu/teacherpolicy . Accessed 11 Dec 2017.

National Association of Secondary School Principals and National Association of Elementary School Principals. (2013). Leadership matters: What the research says about the importance of principal leadership. Reston, VA: NASSP. Available from http://www.nassp.org . Accessed 11 Dec 2017.

Northouse, P. G. (2016). Leadership: Theory and practice (7th ed.). Singapore: Sage Publications.

Pater, C., Sligte, H., & van Eck, E. (2012). Verklarende evaluatie, een methodiek. [Explanatory evaluation, a method]. Amsterdam: Kohnstamm Instituut.

Pawson, R., & Tilley, N. (1997). Realistic evaluation. London: SAGE Publications.

Pelgrum, W. J. (1993). Attitudes of school principals and teachers towards computers: Does it matter what they think? Studies in Educational Evaluation, 19(2), 199–212. https://doi.org/10.1016/0191-491X(93)90007-E9022-5 .

Prestridge, S. (2007). Engaging with the transforming possibilities of ICT: A discussion paper. Australian Educational Computing, 22(2), 3–9.

Prestridge, S. (2017a). Examining the shaping of teachers’ pedagogical orientation for the use of technology. Technology, Pedagogy and Education, 26(4), 367–381.

Prestridge, S. (2017b). Conceptualising self-generating online teacher professional development. Technology, Pedagogy and Education, 26(1), 85–104. https://doi.org/10.1080/1475939X.2016.1167113 .

Prestridge, S., & Tondeur, J. (2015). Exploring elements that support teacher’s engagement in online professional development. Education Sciences, 5(3), 199–219.

Reio, T. G., Jr., & Lasky, S. L. (2007). Teacher risk taking changes in the context of school reform: A sociocultural and cognitive motivational perspective. In D. M. McInerney & S. Van Etton (Eds.), Standards in education: Vol. 7. Research on sociocultural influences on motivation and learning (pp. 13–32). Charlotte, NC: Information Age Publishing.

Richardson, J. W., Flora, K., & Bathon, J. (2013). Fostering a school technology vision in school leaders. National Council of Professors of Educational Administration (NCPEA) International Journal of Educational Leadership Preparation, 8(1), 144–161.

Riel, M., & Becker, H. (2008). Characteristics of teacher leaders for information and communication technology. In J. Voogt & G. Knezek (Eds.), International handbook of information technology in primary and secondary education (pp. 397–417). New York: Springer.

Sanfelippo, J. (2017). Future ready students. Keynote address to the Future Ready Schools Institute, Sacramento, California, November 14–15, 2017.

Schleicher, A. (Ed.). (2012). Preparing teachers and developing school leaders for the 21st century: Lessons from around the world. Paris: OECD Publishing. https://doi.org/10.1787/9789264174559-en .

Schrum, L., & Levin, B. B. (2012). Evidence-based strategies for leading 21st century schools. Thousand Oaks, CA: Sage.

Shipley, W. (2009). Examining teacher collaboration in a kindergarten building: A case study (Unpublished doctoral dissertation). Duquesne University, Pittsburgh.

Simonson, M., Schlosser, C., & Orellana, A. (2011). Distance education research: A review of the literature. Journal of Computing in Higher Education, 23(2–3), 124–142.

Snoek, M. (2014). Developing teacher leadership and its impact in schools. Amsterdam: Digital Academic Repository, University of Amsterdam.

Staples, A., Pugach, M. C., & Himes, D. (2005). Rethinking the technology integration challenge: Cases from three urban elementary schools. Journal of Research on Technology in Education, 37(3), 285–311.

Stuart, L. H., Mills, A. M., & Remus, U. (2009). School leaders, ICT competence and championing innovations. Computers & Education, 53(3), 733–741.

Tan, S. C. (2010). Technology leadership: Lessons from empirical research. In Proceedings of ASCILITE—Australian Society for Computers in Learning in Tertiary Education Annual Conference 2010 (pp. 891–895). Australasian Society for Computers in Learning in Tertiary Education. Retrieved 11 Jan 2018 from https://www.learntechlib.org/p/45492/ .

Thomas, L., & Knezek, D. (2008). Information, communications, and educational technology standards for students, teachers, and school leaders. In J. Voogt & G. Knezek (Eds.), International handbook for information technology in primary and secondary education (pp. 333–347). Amsterdam: Springer.

Trust, T., Krutka, D. G., & Carpenter, J. P. (2016). “Together we are better”: Professional learning networks for teachers. Computers & Education, 102, 15–34.

UNESCO. (2011). UNESCO ICT competency framework for teachers. Paris, France: United Nations Educational, Scientific and Cultural Organization. Available http://www.unesco.org/new/en/unesco/themes/icts/teacher-education/unesco-ict-competency-framework-for-teachers . Accessed 11 Dec 2017.

UNESCO. (2017). ICT in education: Mobile learning week. Paris, France, March 20–24. Available http://www.unesco.org/new/en/mlw . Accessed 11 Dec 2017.

Venezky, R.L., & Davis, C. (2002). Quo Vademus? The Transformation of Schooling in a Networked World. Retrieved from http://www.oecd.org/dataoecd/48/20/2073054.pdf . Accessed 11 Dec 2017.

Visser, R. D., Evering, L. C., & Barrett, D. E. (2014). #TwitterforTeachers: The implications of Twitter as a self-directed professional development tool for K-12 teachers. Journal of Research on Technology in Education, 46(4), 396e413. https://doi.org/10.1080/15391523.2014.925694 .

Voogt, J., Fisser, P., Tondeur, J., & Van Braak, J. (2012). Technological pedagogical content knowledge (TPACK)—A review of the literature. Journal of Computer Assisted learning. https://doi.org/10.1111/j.1365-2729.2012.00487.x .

Voogt, J., Sligte, H. W., van den Beemt, A., van Braak, J., & Aesaert, K. (2016). E-didactiek. Welke ict-applicaties gebruiken leraren en waarom? [E-didactics. What ICT-applications do teachers use and why?]. Amsterdam: Kohnstamm Instituut.

Wang, G., Oh, I.-S., Courtright, S. H., & Colbert, A. E. (2011). Transformational leadership and performance across criteria and levels: A meta-analytic review of 25 years of research. Group and Organization Management, 36(2), 223–270. https://doi.org/10.1177/1059601111401017 .

Whitehead, B. M., Jensen, D., & Boschee, F. (2003). Planning for technology: A guide for school administrators, technology coordinators and curriculum leaders. Thousand Oaks, CA: Corwin.

York-Barr, J., & Duke, K. (2004). What do we know about teacher leadership? Findings from two decades of scholarship. Review of Educational Research, 74(3), 255–316. https://doi.org/10.3102/00346543074003255 .

Yukl, G. A. (2012). Leadership in organizations (8th ed.). Harlow, GB: Pearson Education.