April 2012 Volume 15 Number 2 - Educational Technology & Society

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Dickey, M. D. (2007). Game design and learning: A conjectural analysis of how massively multiple online roleplaying games (MMORPGs) foster intrinsic motivation. Educational Technology Research and Development, 55(3), 253-273. Dweck, C. (2000). Self-theories: Their role in motivation, personality, and development. Essays in Social Psychology. Philadelphia, PA: Psychology Press. Feldon, D., & Kafai, Y. (2008). Mixed methods for mixed reality: Understanding users' avatar activities in virtual worlds. Educational Technology Research and Development, 56(5-6), 575-593. Fu, F. L., Su, R. C., & Yu, S. C. (2009). EGameFlow: A scale to measure learners' enjoyment of e-learning games, Computers & Education, 52(1), 101–112. Gunter, G., Kenny, R., & Vick, E. (2008). Taking educational games seriously: Using the RETAIN model to design endogenous fantasy into standalone educational games. Educational Technology Research and Development, 56(5), 511-537. Hu, W. (2008). A reusable eduventure game framework. Lecture Notes in Computer Science, 5080, 74–85. Kiili, K. (2007). Foundation for Problem-Based Gaming. British Journal of Educational Technology, 38(3), 394-404. Kilpatrick, J., & Swafford, J. (2002). Adding it: Helping children learn mathematics. Washington, DC: National Research Council. Kusahara, M. (2001). The art of creating subjective reality: An analysis of Japanese digital pets. Leonardo, 34(4), 299- 302. Lo, J. J., Ji, N. W., Syu, Y. H., You, W. J., & Chen, Y. T. (2008). Developing a digital game-based situated learning system for ocean ecology. Lecture Notes in Computer Science, 5080, 51–61. Locke, E. A., Shaw, K. N., Saari, L. M., & Latham, G. P. (1981). Goal setting and task performance: 1969-1980. Psychological Bulletin, 90(1), 125-152. Manske, M. & Conati, C. (2005). Modeling Learning in Educational Games. Proceedings of the International Conference on Artificial Intelligence in Education, 411-418. Melson, G. F. (2001). Why the wild things are: Animals in the lives of children. Cambridge, MA: Harvard University Press. Mullis, I.V.S., Martin, M.O., & Foy, P. (with Olson, J.F., Preuschoff, C., Erberber, E., Arora, A., & Galia, J.) (2008). TIMSS 2007 international mathematics report: Findings from IEA’s trends in international mathematics and science study at the fourth and eighth grades. Chestnut Hill, MA: TIMSS & PIRLS International Study Center, Boston College. Norman, D. A. (1993). Things that make us smart: Defending human attributes in the age of the machine. New York: Addison-Wesley. Pesce, M. (2000). The playful world: How technology is transforming our imagination. New York: Random House. Prensky, M. (2008). Students as designers and creators of educational computer games. British Journal of Educational Technology, 39(6), 1004-1019. Rand, A. (1967) Introduction to objectivist epistemology. New York: The Objectivist. Ransome, P. (2005). Work, consumption and culture: Affluence and social change in the twenty first century, London: Sage. Ricci, K., Salas, E., & Cannon-Bowers, J. A. (1996). Do computer-based games facilitate knowledge acquisition and retention? Military Psychology, 8(4), 295-307. Weiner, B. (1985). An attributional theory of achievement motivation and emotion. Psychological Review, 92(4), 548-573. Weiner, B. (1992). Attributional theories of human motivation. In B. Weiner (Ed.), Human motivation: Metaphors, theories, and research. Newbury Park, CA: Sage. Webster, N. C. (1998). Tamagotchi. Advertising Age, 69(26), 43. Williams, D., Yuxin, M., Feist, S., Richard, C. E., & Prejean, L. (2007). The design of an analogical encoding tool for game-based virtual learning environments. British Journal of Educational Technology, 38(3), 429-437. 327
Chang, I.-H. (2012). The Effect of Principals' Technological Leadership on Teachers' Technological Literacy and Teaching Effectiveness in Taiwanese Elementary Schools. Educational Technology & Society, 15 (2), 328–340. The Effect of Principals’ Technological Leadership on Teachers’ Technological Literacy and Teaching Effectiveness in Taiwanese Elementary Schools I-Hua Chang Department of Education, National Chengchi University, No. 64, Sec. 2, ZhiNan Rd., Taipei City 11605, Taiwan // ihchang@nccu.edu.tw (Submitted January 17, 2011; Accepted March 8, 2011) ABSTRACT The purpose of this study is to investigate the relationships among principals’ technological leadership, teachers’ technological literacy, and teaching effectiveness. The survey target population consists of 1,000 teachers randomly selected from Taiwanese elementary schools. The survey asked teachers to measure the effectiveness of principals’ technological leadership, teachers’ technological literacy, and teaching effectiveness. Additionally, the data were analyzed using structural equation modeling to test how well the model captured the relationships between these quantities. The results of the common fit indices clearly indicate that the model fits the data quite well. The findings show that principals’ technological leadership improves teachers' technological literacy and directly encourages teachers to integrate technology into their teaching. Furthermore, teachers’ technological literacy directly affects their effectiveness. Principals’ technological leadership also makes teachers more effective. Principals’ technological leadership, as mediated by teachers’ technological literacy, can affect teaching effectiveness. The results suggest that principals, as technology leaders, must develop and implement a vision and technology plan for their schools. Keywords Elementary schools, Teaching effectiveness, Technological leadership, Technological literacy Introduction The role of the principal has evolved from being primarily that of a building manager (Sharp & Walter, 1994) to that of an instructional and curricular leader (Checkley, 2000; Cheng, 2004; Glatthorn, 2000; Huang, 2004; Wu, 2004) and, more recently, to that of a technological leader (Anderson & Dexter, 2005; Bailey & Lumley, 1994; Ford, 2000; Inkster, 1998; Kadela, 2002; Matthews, 2002; McLeod, 2008; Scott, 2005; Seay, 2004; Stegall, 1998). Technological leadership is emerging within the increasingly diversified educational leadership world. Schools striving to excel in the information age need leaders that are well versed in the potential and in the pitfalls of information and communication technology. Many researchers (i.e., Anderson & Dexter; Byrom & Bingham; Gibson; Martin, Gersick, Nudell, & Culp) and educational organizations (i.e., the National School Boards Foundation; the United States Department of Education) note that strong leadership is essential to successful technology-based school reform (cited in Hughes, McLeod, Dikkers, Brahier, & Whiteside, 2005). Moreover, principals’ technological leadership strongly correlates with teachers’ integration of educational technology into their curriculums (Rogers, 2000). Technological leadership is vital for effective use of technology (Anderson & Dexter, 2005), and therefore, efforts to change and prepare schools and students for the information age demand effective technological leadership from principals (Ross & Bailey, 1996). As described above, in this era of digital technology, technological leadership is gaining importance. Thus, in pursuit of the ultimate goal of improving students’ abilities, principals aiming to facilitate school reform should have technological leadership abilities. Technological leadership differs from traditional leadership theory in that it does not focus on the characteristics or actions of leaders but instead emphasizes that leaders should develop, guide, manage, and apply technology to different organizational operations so as to improve operational performance. Technological leadership is thus a type of functionally oriented leadership practice (Chin, 2010). The advancement and application of technology has infused new energy into educational reform. Examination of new educational reform plans in many countries shows that technological leadership has already become an important strategy for improving academic quality and student achievement. Taking the U.S. as an example, the education departments of many states have established technological leadership academies that use instructional programs to advance the technological professionalism of educators. The purpose of this is to enhance the instructional efficiency of teachers and the learning effectiveness of students (Chang & Tseng, 2005; ECS, 2001). The National Educational Technology Standards for Administrators ISSN 1436-4522 (online) and 1176-3647 (print). © International Forum of Educational Technology & Society (IFETS). The authors and the forum jointly retain the copyright of the articles. Permission to make digital or hard copies of part or all of this work for personal or classroom use is granted without fee provided that copies are not made or distributed for profit or commercial advantage and that copies bear the full citation on the first page. Copyrights for components of this work owned by others than IFETS must be honoured. Abstracting with credit is permitted. To copy otherwise, to republish, to post on servers, or to redistribute to lists, requires prior specific permission and/or a fee. Request permissions from the editors at kinshuk@ieee.org. 328
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April 2012 Volume 15 Number 2
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Supporting Organizations Centre for
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Contextualizing a MALL: Practice De
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Kop, R. (2012). The Unexpected Conn
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Human mediation and information flo
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elevant information based on some k
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of learners. A search facilitated t
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information as human mediation mean
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Blau, I., & Barak, A. (2012). How D
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examined whether the readiness to p
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Table 5 presents the ANOVA for the
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However, in discussing a non-sensit
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deviations showed smaller variance,
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actual participation discussing sen
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Mesch, G., & Elgali, Z. (2009). Soc
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Although prior research on overall
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with a score of 39 and below as “
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Table 2 demonstrates mean scores an
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Discussion Although the recent Inte
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Furthermore, the most preferred pla
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MEB. (2009). Internete erisim proje
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Learning Management Systems (LMS) b
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practice and repetition with feedba
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Online peer assessment Peer assessm
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At an international conference on m
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� Ability to produce rich assessm
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Meishar-Tal, H., & Tal-Elhasid, E.
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Tsai, S. C. (2012). Integration of
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order to decrease text complexity a
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matter how the learners’ aptitude
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If compared by programs, WP student
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mean F2F 4.64 4.52 4.35 4.44 *: p
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een analyzed and were compared with
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Chen, G.-D., Lee, J.-H., Wang, C.-Y
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and diverse cognitional and emotion
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Encourage and persuade students wit
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Materials and procedure Each studen
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The lower part of Figure 4 shows st
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Mayer, R. E., Sobko, K., & Mautone,
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that an item is answered correctly
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Table 1. Relative concepts frequenc
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The Account Management Module provi
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Experiment 1 and results Figure 7.
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Utilization of Test Item 36 33 30 2
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Utilization of Test Item 36 33 30 2
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0.065 0.877 (17.56) 0.938 (22.55) 0
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Hwang, G.J., Hsiao, C.L., & Tseng,
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the diverse needs of modern industr
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Figure 1. The framework of interdis
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Research Design Figure 3. Recommend
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friendly. 8. I feel the layout and
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satisfaction, and system acceptance
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Ozok, A. A., Fan, Q., & Norcio, A.
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than students in a conventional cla
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shown in Figure 2 to include the st
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(1996) Pleasure-Arousal-Dominance (
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Based on this connection, we consid
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Final dominance measurements were p
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student mood and thereby allow comp
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Sessink, O., Beeftink, H., Tramper,
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The rationale behind the video form
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usefulness of the movies and their
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case of the first two questions and
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this paper in order to evaluate the
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The survey questions Appendix A In
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E-training in organizations E-train
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efficacy regarding online training,
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Method Sample and procedure Figure
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0.874 which exceeded the recommende
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Even though the result does not con
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Brown, M., & Cudeck, R. (1993). Alt
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Wen, Y., Looi, C.-K., & Chen, W. (2
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when they are designing and impleme
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paper focuses on the first three st
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their self-esteem to be partners in
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Democratizing knowledge and symmetr
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1) Reading the article: At the star
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Effects of RCKI principle-based ped
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References Alexander, C. (1979). Th
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Valsamidis, S., Kontogiannis, S., K
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The Analog system (Yan et al., 1996
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First, the number of the sessions a
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BioLayout uses a modified version o
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As shown in figure 3, all metrics c
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Figure 7. The detailed results for
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Enright, A. J., van Dongen, S., Ouz
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Chu, S. K. W., Kwan, A. C. M., & Wa
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teachers, as well as collaboration
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from the students’ ratings appear
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Table 5 summarizes the students’
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eading blogs (i.e., reminders, easy
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Luehmann, A. L. (2008). Using blogg
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Uzunboylu et al. (2009) examined th
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System implementation Overview of M
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Methods Before the experiment, a mo
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too simple, incomplete, or they eve
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Comparisons of UMLS Questionnaire i
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already described may play an impor
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Parker, D., Manstead, A. S. R., Str
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Avci, U., & Askar, P. (2012). The C
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Literature review The related varia
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collected through Personal Informat
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Self-efficacy 92 5 21 13.37 3.726 W
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In this problem, intention was take
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References Ajjan, H., & Hartshorne,
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Tan, T.-H., Lin, M.-S., Chu, Y.-L.,
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Students perused the course materia
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problem. All articles were then sen
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tests, electronic tests are more li
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Students 10 and 11: My classmate Ed
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collection was also approved by all
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Ubiquitous Revision Seamless Collab
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Tai, Y. (2012). Contextualizing a M
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tasks were developed from task type
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experiences in this phase. Moreover
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test is administered again right af
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The collected data were analyzed wi
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Gorp, K. V., & Bogaert, N. (2006).
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4PL IRT model According to the numb
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examinee’s ability more accuratel
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would be more accurate if items j+1
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C�I or Change I�I) would be 0.2
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improved by rearrangement procedure
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Table 6. Repeated Measures ANOVA of
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Leppisaari, I., & Lee, O. (2012). M
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Selection of the virtual tool The t
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Environmental themes emerged strong
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Visualization of text (visual langu
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environments where visual technolog
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- Logging in to learning environmen
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McNaught, C., Lam, P. & Lam, S.L. (
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on-site to finally achieve a meanin
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Table 1. Digital game designers and
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worldviews are socio-cultural-histo
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Phase Methods Visitor data collecti
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operate the game without the help o
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Visitors (end users) must be heard.
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Islas Sedano, C., Pawlowski, J., Su
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part of something larger than the s
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Previous studies have developed rel
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Page 291 and 292: Ge, Z.-G. (2012). Cyber Asynchronou
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Page 343 and 344: Bailey, G. D. (1997). What technolo
Page 345 and 346: Stegall, P. (1998). The principal:
Page 347 and 348: instruction has studied the student
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Page 359 and 360: Hsu, Y.-C., Ho, H. N. J., Tsai, C.-
Page 361 and 362: domains. Five research questions we
Page 363 and 364: Research sample groups (4) Faculty
Page 365 and 366: 13. Policies, Social Culture Impact
Page 367 and 368: Non-Specified Others Engineering &
Page 369 and 370: (AR = -2.1) (n = 7) 2. Non-specifie
Page 371 and 372: (n): Total number of articles Resea
Page 373 and 374: Compared to the publications in 200
Page 375: Pedagogical Content Knowledge (TPAC
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