Kepimpinan teknologi pengetua dan pengintegrasian teknologi guru di sekolah menengah kebangsaan di negeri Kedah
The Malaysian Education Blueprint (2013-2025) demands that ICT integration in schools be implemented based on the standards proposed by International Society for Technology in Education (ISTE). Previous studies only researched the relationship between Principals’ Technology Leadership (as a whole) a...
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| 格式: | Thesis |
| 语言: | eng eng eng |
| 出版: |
2018
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| 主题: | |
| 在线阅读: | https://etd.uum.edu.my/7443/1/Depositpermission_s902222.pdf https://etd.uum.edu.my/7443/2/s902222_01.pdf https://etd.uum.edu.my/7443/3/s902222_02.pdf |
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| 总结: | The Malaysian Education Blueprint (2013-2025) demands that ICT integration in schools be implemented based on the standards proposed by International Society for Technology in Education (ISTE). Previous studies only researched the relationship between Principals’ Technology Leadership (as a whole) and Teachers’ Technology Integration. Furthermore, almost no studies have been conducted to see the effect of the five ISTE-Standards for Administrators (2014) constructs separately on Teachers’ Technology Integration in classrooms. In addition, Professional Development needs of principals in ICT have not been emphasized in previous studies. This research measures the level, effect and relationship between Principals’ Technology Leadership and Teachers Technology Integration. Besides this, the effect of each construct of ISTE towards Teachers Technology Intergration is also measured. This quantitative research used three standard instruments. The Principals Technology Leadership Assessment based on ISTE-Standards for Administrators (2014) and Survey of Technology Experiences' were used for principals’ while the Learning with ICT instruments: Measuring ICT Use in the Curriculum was used for teachers. In this cross sectional survey, a total of 88 principals and 645 teachers were selected through systematic random sampling from the same national secondary schools in Kedah. Findings showed that Principals’ Technology Leadership and Teachers’ Technology Integration were at high levels. Nevertheless, the relationships of the five constructs of the ISTE-Standards for Administrators (2014), which are Visionary Leadership, Digital Age Learning Culture, Excellence in Professional Practice, Systematic Improvement and Digital Citizenship with Teachers’ Technology Integration were insignificant. Principals’ Professional Development did not have a moderating effect on the relationship between the five constructs of Principals Technology Integration and Teachers’ Technology Integration. This study will contribute to the education system by suggesting that the Ministry of Education designs a standard for education technology so that it can be a reference for technology leaders in schools. This study will contribute to the education system by suggesting that the Ministry of Education designs a standard for education technology so that it can be a reference for technology leaders in schools. Further studies on effective Professional Development for school technology leaders should be carried out. The findings contribute to the development of the Transformational Theory and the Anderson and Dexter’s Model. |
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