A narrative research method was used to determine, from a change agent perspective, how the leadership behaviors of the two elementary school principals contributed to technology integration at the school. The two principals served at the same Taiwan elementary school at different times. The findings suggest the followings: 1) the commitment of the first principal to exploring various avenues for technology acquisition at the early stage laid a strong foundation for further technology integration; 2) responsive technology acquisition behavior by the second principal encouraged teachers to experiment with technology; 3) the vision of technology for learning of the second principal engaged teachers in integrating technology in the classroom; 4) teacher empowerment by the second principal ensured that teaching effectiveness was not impaired by an excessive workload; and 5) the actions of the second principal to empower the right person as technology leader catalyzed the technology integration process.
Chien-Hsing Wang, National Changhua University of Education, Taiwan
Stream: Educational policy
This paper is part of the ACEID2015 Conference Proceedings (View)
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