AI Summary & Key Takeaways
AI InsightFurthermore, it was concluded that there were positive but weak relationships among technology integration and human centeredness, communication and collaboration, vision and support sub-dimensions of technology leadership.
📌 3 Key Takeaways
Abstract
The purpose of this study was to investigate the relationship between technology leadership behaviors of school principals and teachers’ level of technology integration, and to determine technology leadership profiles based on teacher views and examine their association with technology integration. The researchers administered two questionnaires to 352 teachers working at sixteen primary schools in a large city in southeastern Turkey. The results revealed a positive, but weak relationship between technology leadership and technology integration. Furthermore, it was concluded that there were positive but weak relationships among technology integration and human centeredness, communication and collaboration, vision and support sub-dimensions of technology leadership. Two technology leadership profiles (high-TLP=65.6% and low-TLP=34.4%) were constructed as a result of cluster analysis. A statistically significant difference was detected between teachers’ technology integration perceptions which were categorized into two profiles. The paper concludes by suggestions for implications to strengthen the link between technology leadership and technology integration
Özet
Okullar her geçen gün teknoloji yönünden daha zengin kurumlar haline gelmektedir. Bu durumun yol açtığı değişmeler bir yandan eğitimde reform çabalarına destek olurken (Means, Roschelle, Penuel, Sabelli & Haertel, 2004; Gulbahar & Guven, 2008; Tezci, 2009), diğer yandan öğrencilerin bilgi toplumunda ihtiyaç duyacakları becerilerle donatılması sürecine katkı sağlamaktadır (UNESCO, 2002; Kozma & Wagner, 2006). Alanda yapılan araştırmalar da BİT ile zenginleştirilmiş öğrenme ortamlarının eğitimin hedeflerine ulaşmasında önemli katkılar sağladığını ortaya koymaktadır (Sandholtz, Ringstaff, & Dwyer, 1997; Schacter, 1999; OECD, 2005). Bunun farkında olan eğitim alanındaki politika yapıcı ve karar vericiler, BİT’in eğitimde daha çok kullanılması için çaba göstererek (UNESCO, 2003), önemli miktardaki parasal kaynağı bu konuya ayırmaktadırlar (Kozma, 2005).