The Evolution of Teachers’ Technology Leadership for Educational Change: Emergence, Development and Empowerment
Abstract
Existing research on teachers’ technology leadership shows a certain evolutionary trajectory: a) emerged when the educational technology leadership transitioned from traditional and popular principals’ technology leadership to a broader perspective of technology leadership roles (teachers as part of technology leaders) (1990s–2005), due to more and more educational stakeholders leading technology integration in their organization; b) focused on teacher-driven technology leadership (2006–2016) since Twomey et al. (2006) adapted the 2000 ISTE standards for teachers, which aimed at driving teachers to develop technology competencies; and c) applied the 2017 ISTE standards for educators to shift research toward a learner-driven teachers’ technology leadership (since 2017), reflecting teachers use technology to empower learners to drive their own learning.
References
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Simsek, O., & Yazar, T. (2016). Education technology standards self-efficacy (ETSSE) scale: A validity and reliability study. Eurasian Journal of Educational Research, 63, 311-334, http://dx.doi.org/ 10.14689/ejer.2016.63.18
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Twomey, C. R., Shamburg, C., & Zieger, L. B. (2006). Teachers as technology leaders: A guide to ISTE technology facilitation and technology leadership accreditation. Eugene OR: International Society for Technology in Education
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Voithofer, R., Nelson, M. J., Han, G., & Caines, A. (2019). Factors that influence TPACK adoption by teacher educators in the US. Educational Technology Research and Development, 67(6), 1427-1453. doi:10.1007/s11423-019-09652-9
Vucaj, I. (2020). Development and initial validation of Digital Age Teaching Scale (DATS) to assess application of ISTE Standards for Educators in K–12 education classrooms. Journal of Research on Technology in Education, 1-23. https://doi.org/10.1080/15391523.2020.1840461
Zhang, Y., Lee, K. C. S., & Adams, D. (2021). Visualizing Research in Educational Technology Leadership using CiteSpace. International Online Journal of Educational Leadership, 5(1), 61-77.
Anderson, R. E., & Dexter, S. (2005). School technology leadership: An empirical investigation of prevalence and effect. Educational Administration Quarterly, 41(1), 49–82. doi: 10.1177/0013161x04269517
Beytekin, O. F., & Unal, M. (2018). The views of foreign language school lecturers on technological leadership. Educational Policy and Research, 451-460.
Christensen, R. (2021). Validation of a technology proficiency survey for educators. In E. Langran & L. Archambault (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 782-791). Online, United States: Association for the Advancement of Computing in Education (AACE). https://www.learntechlib.org/primary/p/219216/
Christie, P. & Lingard, B. (2001). Capturing complexity in educational leadership. Paper presented at American Educational Research Association Conference, Seattle, 10–14 April.
Davis, G. (2008). The development and field test of the Education Technology Leadership Assessment survey (UMI No. 3307045) [Doctoral dissertation, Iowa State University]. ProQuest Dissertation and Thesis Global.
Diamond, S. E. A. (2019). Innovation and integration and technology in the classroom by career and technical educators (Order No. 30263003) [Doctoral dissertation, Auburn University]. ProQuest Dissertations and Theses Global.
Haydn, T. A., & Barton, R. (2007). Common needs and different agendas: How trainee teachers make progress in their ability to use ICT in subject teaching. Some lessons from the UK. Computers & Education, 49(4), 1018-1036. https://doi.org/10.1016/j.compedu.2005.12.006
Howell, M. P. (2012). Teachers as technology leaders: A case study of a one-to-one laptop initiative (Order No. 30261391) [Doctoral dissertation, Auburn University]. ProQuest Dissertations and Theses Global.
Hughes, J. E., Liu, S., & Lim, M. (2016). Technological modeling: Faculty use of technologies in preservice teacher education from 2004 to 2012. Contemporary Issues in Technology and Teacher Education, 16(2), 184-207. https://www.learntechlib.org/primary/p/151896/
International Society for Technology in Education. (2008). ISTE standards for teachers. https://www.iste.org/standards/iste-standards-for-teachers
International Society for Technology in Education. (2017). ISTE standards for teachers. https://www.iste.org/standards/iste-standards-for-teachers
International Society for Technology in Education. (2024). ISTE STANDARDS. https://www.iste.org/iste-standards
Matthews, A. W. (2002). Technology leadership at a junior high school: A qualitative case study (Order No. 3067355). Available from ProQuest Dissertations & Theses Global.
Mcleod, S., & Richardson, J. W. (2011). The dearth of technology leadership coverage. Journal of school leadership, 21(2), 216-240. https://doi.org/10.1177/105268461102100204
Neuman, M., & Simmons, W. (2000). Leadership for student learning. Phi Delta Kappan, 82(1), 9-12.
Riel, M., & Becker, H. J. (2008). Characteristics of teacher leaders for information and communication technology. In International handbook of information technology in primary and secondary education (pp. 397-417). Springer, Boston, MA.
Schultz, L. E. (2000). Qualities of an exceptional leader. Human Systems Management, 19(2), 93-103.
Simsek, O., & Yazar, T. (2016). Education technology standards self-efficacy (ETSSE) scale: A validity and reliability study. Eurasian Journal of Educational Research, 63, 311-334, http://dx.doi.org/ 10.14689/ejer.2016.63.18
Spillane, J. P., Halverson, R., & Diamond, J. B. (2001). Investigating school leadership practice: A distributed perspective. Educational researcher, 30(3), 23-28.
Twomey, C. R., Shamburg, C., & Zieger, L. B. (2006). Teachers as technology leaders: A guide to ISTE technology facilitation and technology leadership accreditation. Eugene OR: International Society for Technology in Education
United Nations Educational, Scientific and Cultural Organization. (2011). ICT competency framework for teachers (2nd edition). https://unesdoc.unesco.org/ark:/48223/pf0000213475
United Nations Educational, Scientific and Cultural Organization. (2018). ICT competency framework for teachers (3rd edition). https://unesdoc.unesco.org/ark:/48223/pf0000265721
Voithofer, R., Nelson, M. J., Han, G., & Caines, A. (2019). Factors that influence TPACK adoption by teacher educators in the US. Educational Technology Research and Development, 67(6), 1427-1453. doi:10.1007/s11423-019-09652-9
Vucaj, I. (2020). Development and initial validation of Digital Age Teaching Scale (DATS) to assess application of ISTE Standards for Educators in K–12 education classrooms. Journal of Research on Technology in Education, 1-23. https://doi.org/10.1080/15391523.2020.1840461
Zhang, Y., Lee, K. C. S., & Adams, D. (2021). Visualizing Research in Educational Technology Leadership using CiteSpace. International Online Journal of Educational Leadership, 5(1), 61-77.
Published
2024-06-01
How to Cite
S.L CHEAH, Kenny; ZHONG, Bingbing; DEWITT, Dorothy.
The Evolution of Teachers’ Technology Leadership for Educational Change: Emergence, Development and Empowerment.
International Journal of Advanced Research in Education and Society, [S.l.], v. 6, n. 2, p. 389-394, june 2024.
ISSN 2682-8138.
Available at: <https://myjms.mohe.gov.my/index.php/ijares/article/view/26307>. Date accessed: 22 mar. 2025.
Section
English Section
