A case study on a principal's technology leadership in an elementary school

• Main Authors: Chen, Chia-Pei, 陳嘉珮
• Other Authors: Hsu, Yu-Chien
• Format: Others
• Language: zh-TW
• Published: 2015
• Online Access: http://ndltd.ncl.edu.tw/handle/61067242102142209103

碩士 === 臺北市立大學 === 學習與媒材設計學系課程與教學碩士班 === 103 === The purpose of this study is to investigate the principal’s technology leadership in an elementary school. This research is intended to discuss the concepts of the principal’s technology leadership, to explore the process of the principal’s technology leadership, and to analyze the key factors of the principal’s technology leadership. It’s for reference for the principal of elementary to conduct the technology leadership in the near future. This study is to adopt the qualitative study, and the essential data is collected by means of interviews, observation and documents analysis. The results of the study are as follows: A.The concepts of the principal’s technology leadership: (a) prospective digital technology and sophisticated professional capability of teachers; (b) rooted in the local education and implementing digital curriculum in order to build up the students’ the core capability; (c) cultivated digital environment and established technology campus. B.There are four phases for the route of the principal’s technology: (a) Planning phase: establishing vision and laying out the proposal; arranging technology training courses and enhancing teachers' knowledge and ability; striving for the budget and adding more technology infrastructure; implementing technology and activating course; communicating relationships and promoting school reputation; conducting evaluation and making teaching research. (b) Practicing phase: confirming the vision and executing the plan; holding teaching observation and making teaching demonstration; continuing to build technology infrastructure; integrating the technology for both teaching and learning; having a smooth interpersonal communication channel. (c) Internalization phase: the administration has standard operating procedure; e-learning system has been used in the classroom; gradually revising the teachers’ mindset. (d) Evaluating phase: including digital course inside curriculum plan; reviewing by administrators and assessing the peers. C.The difficulties of the principal’s technology leadership: (a) a lack of professional capability of teachers, the inertia of thinking and the resistance to be changed, a lack of the professional teachers who are able to do computer maintenance; (b) the insufficient budget for the technological environment; (c) the power equipment is old, the internet is not smooth, and tablet PC has a limited life; (d) the rigid school organizational culture; (e) relationships need to be mediated; and (f) educational authorities have not yet fully supported. D.The solutions overcoming the obstacles of the principal’s technology leadership: (a) the construction of teacher support system; (b) the construction of parents’ support systems; (c) administrative support for the construction of service-oriented support system; and (d) the construction of the state and county support system. E.The key factors of the principal’s technology leadership: (a) The principal possesses the great courage, the active attitude, the flexible thinking, and the good communication. (b) The principal takes advantage of the new situation, and adjust strategy along with the situation, builds schools advantage step by step. (c) The principal shapes the vision, highlights the core values, and constructs support systems to move forward. (d) The principal provides sustainable, professional, and multiple developments for all teacher. (e) The principal builds up public relations and strives to inject resources from all sectors. (f) The principal closely sets up the partnership of co-researching with joint colleges.