April 2012 Volume 15 Number 2 - Educational Technology & Society

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changing roles and become technological leaders are those who can effectively lead and prepare their schools for the decades to come. More important, teachers, who practice their craft in the technological age, should look diligently to develop their own technological literacy; they should change the traditional unidirectional method of teaching, and learn how to incorporate technology into their teaching in order to encourage their students’ academic achievement. It is an open question whether, in this age of information, principals (with their ever-evolving roles) can become competent technology leaders who nurture and increase the ability of teachers to integrate technology into their teaching. Such leaders not only make teachers more effective but also directly affect students’ academic achievement. Implications for practice A school’s internal administration is no longer a closed-circuit system but rather a dynamic educational ecology. Schools can no longer ignore the influence of technological development outside of the school. In particular, schools in the information age can no longer face the rapidly changing world with an attitude that hopes to preserve the past. Similarly, the role of the principal has also changed from solely a school administrator to the current, multi-faceted role of curricular and technological leader. Therefore, the most important task of a principal is to figure out how to become an appropriate technological leader. A principal can then guide teachers to improve their technological literacy (or technology-implementation abilities) and to improve teaching effectiveness and students’ academic achievements through educational reforms. This study acts as a reference for school leaders regarding administrative management. One important thing for principals to remember is that while they are carrying out technological leadership, they should not focus only on hardware. There is a need to emphasize not only the involvement of technology but also the integration of technology. Implications for theory The study uses structural equation modeling to test the relationships among principals’ technological leadership, teachers’ technological literacy, and teaching effectiveness. In addition to technological leadership positively influencing teaching effectiveness, the results show that principals’ technological leadership influences teaching effectiveness through the mediated-effects of teachers’ technological literacy. When interpreting the relationships among the three variables, the function of the “mediated-effects” in the model should be emphasized. That is, technological leadership influences teaching effectiveness through technological literacy. Acknowledgements This work was supported by grant from the National Science Council (NSC) of the Republic of China, Taiwan (Grant no. 94-2413-H-004-024). I would like to thank the NSC for financial support, and the teachers who are the most important participants in this study. References Anderson, R. E., & Dexter, S. L. (2000). School technology leadership: Incidence and impact. Retrieved from ERIC database. (ED449786) Anderson, R. E., & Dexter, S. L. (2005). School technology leadership: An empirical investigation of prevalence and effect. Educational Administration Quarterly, 41(1), 49-82. Ashton, P. T. (1984). Teacher efficacy: A motivational paradigm for effective teacher education. Journal of Teacher Education, 35(5), 28-32. Ashton, P. T., & Webb, R. B. (1986). Making a difference: Teacher’s sense of efficacy and student achievement. New York: Longman. Aten, B. M. (1996). An analysis of the nature of educational technology leadership in California’s SB 1274 restructuring schools (Unpublished doctoral dissertation). University of San Francisco, California. 337
Bailey, G. D. (1997). What technology leaders need to know: The essential top 10 concepts for technology integration in the 21st century? Learning & Leading with Technology, 25(1), 57-62. Bailey, G. D., & Lumley, D. (1994). Technology staff development programs: A leadership sourcebook for school administrators. New York: Scholastic. Bridges, J. W. (2003). Principal influence: Sustaining a vision for powerful new forms of learning using technology (Doctoral dissertation, University of California, Los Angeles, 2003). Dissertation Abstracts International, 64(6), 1915. Chang, I. (2010). Principal technology leadership: Models, indicators and applications. Taipei, TW: Hungyeh. Chang, M. (2009). A study of the relationship between principals’ technological leadership and school effectiveness in elementary schools in Taipei County (Unpublished master’s thesis). National Chengchi University, Taiwan. Chang, T. (2004). A study of the relationship between principals’ information literacy and the implementation of information technology integrating into teaching (Unpublished master’s thesis). National Taichung Teachers College, Taiwan. Chang, Y. (2006). A study of the relationship among principals’ technological leadership, knowledge management and school effectiveness in junior high schools (Unpublished doctoral dissertation). National Chengchi University, Taiwan. Chang, I. H., Chin, J. M., & Hsu, C. M. (2008). Teachers’ perceptions of the dimensions and implementation of technology leadership of principals in Taiwanese elementary schools. Journal of Educational Technology & Society, 11(4), 229-245. Chang, I., Hsiao, L., & Hsu, C. (2007). A study of the development of dimensions and standards on school technology leadership. Educational Policy Forum, 10(1), 161-187. Chang, I., & Hsu, C. (2009). Research on the path of the influence of principals’ technology leadership on teachers’ information technology literacy in metropolitan elementary schools. Journal of Elementary Education, 33, 1-32. Chang, I., & Tseng, D. (2005). The development of technology leadership academies in the USA and from which some implications for school administration in Taiwan. Journal of the National Institute for Complication and Translation, 33(3), 83- 95. Chang, I. H., & Wu, Y. C. (2008). A study of the relationship between principals’ technology leadership and teachers’ teaching efficiency. Journal of Educational Research and Development, 4(1), 171-194. Checkley, K. (2000). The contemporary principal: New skills for a new age. Education Update, 42(3), 1-8. Chen, I. (2006). A study of the relationships among principals’ technology leadership, organizational learning and school effectiveness in elementary schools (Unpublished master’s thesis). Taipei Municipal University of Education, Taiwan. Cheng, Y. (2004). A study of the relationship between principals’ instructional leadership and school effectiveness in elementary schools in Miaoli County (Unpublished master’s thesis). National Taichung Teachers College, Taiwan. Chin, J. M. (2010). Theory and application of educational leadership. Taipei, TW: Wunan. Chin, J. M., & Chang, I. (2006). The study of the dimensions and implementation of the elementary school principals’ technology leadership. Journal of Education and Psychology, 29(1), 1–27. Cory, S. (1990). Can your district become an instructional technology leader? The School Administrator, Special Issue, 17-19. Eaton-Kawecki, K. A. (2003). School technology use and achievement on statewide assessment: Is there a relationship? (Unpublished doctoral dissertation). University of Pennsylvania, Pennsylvania. ECS. (2001). Statewide leadership academies: A 50-state scan. Retrieved April 15, 2009, from http://www.ecs.org/ clearinghouse/26/93/2693.htm Flanagan, L., & Jacobsen, M. (2003). Technology leadership for the twenty-first century principal. Journal of Educational Administration, 41(2), 124–142. Ford, J. I. (2000). Identifying technology leadership competencies for Nebraska’s K-12 technology leaders (Unpublished doctoral dissertation). University of Nebraska- Lincoln, Nebraska. Fu, C. J. (2009). A study of the relationship between principals’ technological leadership and teachers’ teaching effectiveness in elementary schools in Taipei City (Unpublished master’s thesis). Tamkang University, Taiwan. Gibson, S., & Denbo, M. H. (1984). Teacher efficacy: A construct validation. Journal of Educational Psychology, 76(4), 569-582. Glatthorn, A. A. (2000). The principal as curriculum leader: Shaping what is taught and tested. Thousand Oaks, CA: Corwin. 338
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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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Technology Acceptance. The 10 items
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Table 4. Model Fit Indices Model χ
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In the final path model of set 1, t
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Discussion Differing from prior stu
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Haythornthwaite, C., Kazmer, M. M.,
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Page 345 and 346: Stegall, P. (1998). The principal:
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Page 361 and 362: domains. Five research questions we
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Page 365 and 366: 13. Policies, Social Culture Impact
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Page 369 and 370: (AR = -2.1) (n = 7) 2. Non-specifie
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Page 373 and 374: Compared to the publications in 200
Page 375: Pedagogical Content Knowledge (TPAC
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