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TOJET: The Turkish Online Journal of Educational Technology – October 2012, volume 11 Issue 4 know how to use computers, too, and so they should be using computers in the classroom as part of the teaching process. I keep the computer laboratory open for everyone’s use, but I can’t say that there is a lot of demand.” Regarding technology leadership, computer teachers consider themselves to be technology leaders at their schools and feel that they should take leadership positions regarding the dissemination of technology in their schools. However, they also stress that school administrators have as great a role as themselves in the effective use of technology in education. They view administrative support as necessary for the effective integration of technology in the schools. For example, as one female teacher, who has been teaching for five years, put it: “I see myself and the school administrators as the people responsible for closely following technological developments and making sure that technology is used at school; however, I also think that the first people who need to attend in-service training on technological developments are the school administrators.” DISCUSSION The findings of this study clearly showed that school administrators, who have the primary responsibility for technology integration in the schools, and computer teachers, who play an important role in the integration of technologies in the classroom, have a high degree of interest in and a positive attitude towards technology. Previous studies in Turkey and in other countries have also found that school administrators have positive attitudes toward technology (Akbaba-Altun, 2008; Bailey, 1997; Dawson and Rakes, 2003; Flanangan and Jacobsen, 2003; Maxwell, 2001; Serhan, 2007). Given the importance of leadership for learning organizations, when schools are considered as learning organizations, these findings have important implications for the effective integration of technology in the schools, since it is the administrators and computer teachers who are the schools’ technology leaders. A study by Ertmer et al (2002) states that being a technology leader should entail responsibilities such as acting as a role model, providing encouragement and direction and sharing knowledge and information. In other words, not only are technology leaders expected to have positive attitudes towards technology, they are also expected to be highly proficient in using technology. Ultimately, as technology leaders, school administrators and computer teachers share a large part of the responsibility for adopting and using new technologies in the schools. As previous studies have pointed out, school technology leaders are responsible for ensuring that as schools make significant investments in technological infrastructure, hardware and software, this equipment is installed appropriately and is made available in line with the needs of teachers and students (Dawson and Rakes, 2003; Maxwell, 2001). Administrators are not only managers, but they are also teachers, and as such, as previous studies have shown, their support to teachers, position as role models, and progressive attitudes are important factors in the effective integration of technology in the schools (Baylor and Ritchie, 2002; Hasselbring, et al., 2000). According to ISTE standards, as leaders, school administrators should be sources of inspiration and leadership in the implementation of the organization’s shared vision and the effective integration of technology for personal development (ISTE, 2009). It is not considered enough for those in positions of responsibility to maintain a positive attitude towards innovation; rather, they must also encourage teachers and students to incorporate innovation into the teachinglearning process. In terms of a ‘learning organization’, this type of involvement may be interpreted as developing the school’s vision and providing students with a more effective learning environment. The findings of this study also highlighted mutual expectations of administrators and computer teachers with regard to their roles in integrating technology in the schools. In line with Seferoğlu’s (2009) study that specifically mentions administrators’ expectations from computer teachers regarding technology integration, this study found administrators expected computer teachers to organize training courses at school, create projects with students, follow cutting-edge technology and work together with other teachers to integrate technology into the classroom. On the other hand, computer teachers expected administrators to become familiarized with new technology through in-service training, facilitate the use of technology at the school, purchase new technology, as necessary, and encourage students and other teachers at the school to use technology. However, in a study that evaluated the perceptions of primary school administrators regarding learning organizations, Ünal and Gürsal (2007) stressed the need for management (school administrators) and employees (teachers) to work together cooperatively. These observations highlight two of the five basic principles of the learning organization, namely, ‘building a shared vision’ and ‘team learning’ (Senge, 1990). According to Senge, participating in a ‘work team’, identifying a shared vision, and sharing information through group discussions lead to selfdevelopment. Not only does a learning organization make learning easier for all members (Balay, 2004), the process of team learning is essential, given that it is the team, not the individual that is the basic unit of learning in the modern organization; in other words, if the team doesn’t learn, the organization doesn’t learn (Senge, 1990). Moreover, the findings of the present study stressed the important roles that administrators and computer Copyright © The Turkish Online Journal of Educational Technology 279
TOJET: The Turkish Online Journal of Educational Technology – October 2012, volume 11 Issue 4 teachers have in the dissemination of technology. Because of their roles as leaders in the effective use and integration of technology, school administrators and computer teachers are closely watched by students and other teachers at the school and may be called upon for assistance, when necessary. For this reason, it is important that school administrators and computer teachers work in a coordinated manner and make joint decisions if technology is to become more widely and effectively used in the schools. Administrators should encourage teachers to use new technologies, and computer teachers should keep other subject teachers informed regarding technological developments. Finally, previous studies have stressed the need for computer teachers, who are responsible for integrating technology into school, to keep up with innovations and adapt them for use in the educational environment in order to provide students opportunities to use new technologies (Cakir and Yildirim 2009; Göktaş and Topu 2012; Seferoğlu, 2007). Computer or ICT teachers should be able to keep up with cutting-edge technology by receiving regular inservice trainings (Göktaş and Topu 2012; Seferoğlu, 2009, Watson, 2001). Similarly, in order for school administrators to be technology leaders, they need to keep up with technological developments as well (Afshari et al., 2008, Brockmeier et al., 2005; Davis, 2008). For this to happen, administrators need to be supported with in-service training seminars that provide information about how new technological developments can be integrated into the schools and stress the need for administrators to be prepared for their roles as technology leaders in the schools (Flanagan and Jacobsen, 2003). In this regard, the MoNE and/or universities can develop in-service training programs to familiarize administrators and computer teachers with new technologies and help them to integrate them into the educational environment. In conclusion, it should be noted that the generalizability of the results of the present study was limited by the small number of participants and the use of a self-reporting questionnaire. It is recommended that additional studies with larger populations be conducted in order to be able to generalize the results and provide a more detailed understanding of the factors that underlay effective technology integration in terms of leadership in the schools. REFERENCES Afshari, M., Bakar, K., A., Luan, W., S., Samah, B., A. & Fooi, F., S., (2008). School leadership and information and communication technology. The Turkish Online Journal of Educational Technology, 7(4), 82-91. Ajjan, H., & Hartshorne, R. (2008). Investigating faculty decisions to adopt Web 2.0 technologies: Theory and empirical tests. Internet and Higher Education, 11, 71-80 Akbaba-Altun, S. (2002). Okul yöneticilerinin teknolojiye karşı tutumlarının incelenmesi, Çağdaş Eğitim, 286, 8-14. Akbaba-Altun, S. (2004). Information technology classrooms and elementary school principals’roles: Turkish experience. Education and Information Technologies, 9(3), 255-270 Akbaba-Altun, S. (2008). Investigating the relationship between the school administrators’ attitude towards technology and their emotional intelligence: Düzce province case. Proceedings of IETC 2008. Eskişehir Anderson, R., E., & Dexter, S. (2005). School technology leadership: An emprical investigation to prevelance and effect, Educational Administration Quarterly, 41 (1), 49-82. Balay, R. (2004). Öğrenen Örgütler, Öğrenen Örgütlerin Dinamikleri, Ankara: Sandal Yayınları Bailey, G. (1997). What technology leaders need to know: The essential top 10 concepts for technology integration in the 21st century. Learning and Leading with Technology, 25(1), 57-62 Bailey, G.,& Lumley, D. (1997). Technology Planning: A toolkit for administrators and school board members. Retrieved Sebtember 20, 2011, from http://netc.org/cdrom/toolkit/html/toolkit.htm Baylor, A., & Ritchie, D. (2002). What factors facilitate teacher skill, teacher morale, and perceived student learning in technology-using classrooms? Computers & Education, 39, 395-414. Brockmeier, L., Sermon, J., & Hope, W. (2005). Principals’ relationship with computer technology. NASSP Bulletin .89(643), 45-63. DOI: 10.1177/019263650508964305 Bryant, L., (2007). Emerging trends in social software for education, Emerging Technologies for Learning, 2, 9- 22, retrieved August 26, 2011, from http://partners.becta.org.uk/page_documents/research/emerging_technologies07_chapter1.pdf Cakir, R. (2008). Preservice and inservice basic education computer teachers’ professional growth in terms of their perception of teaching, pedagogical competencies and subject matter knowledge. Unpublished doctoral dissertation, METU, Ankara Cakir, R., & Yildirim, S. (2009). What do computer teachers think about the factors affecting technology integration in schools? İlköğretim Online, 8(3), 952-964, retrieved Sebtember 15, 2011 from http://ilkogretimonline.org.tr Cradler, J. (1996). Implementing technology in education: Recent findings from research and evaluation studies. Retrieved March 15, 2010 from: http://www.wested.org/techpolicy/refind.html Copyright © The Turkish Online Journal of Educational Technology 280
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