University of the West Indies, Jamaica W. I.
Tuesday, June 20, 2017
Event or Conference:
School of Education Biennal Conference 2017
Hilton Rose Hall
Montego Bay, Jamaica 99999Jamaica
Continuing shifts in information technology create challenges and opportunities for schools and force school administrators to rethink how technology is applied to the teaching and learning environment. Furthermore, it redefines the skill set school administrators must cultivate to effectively lead schools in the 21st century and emphasizes the important role they must play to ensure that technology use in their schools facilitates increased student learning and engagement (Schrum, Galizio, & Ledesma, 2011; Schrum & Levin, 2013). Integrating technology in the learning environment equips students with those skills that are essential to their success in a 21st century global economy (International Standards Technology Education, 2016, Moeller & Reitzes, 2011). To effectively do so, school administrators must be willing and able to facilitate systemic changes in their schools’ teaching and learning culture. Furthermore they must be knowledgeable about those leadership practices and technology standards that support such an effort (Cox & McLeod, 2014; Kopcha, 2010; Sauers & Richardson, 2015). This presentation highlights the findings of a qualitative study which examined the role that school administrators play in successfully integrating technology in their school’s teaching and learning environment? Data for the study was collected via individual interviews, focus group interviews, and surveys. An inductive analysis of the data suggests: School administrators must: be equipped with the knowledge and abilities needed to effectively integrate technology in their schools teaching and learning environment; inspire and facilitate a shared vision of focused change among key stakeholders (teachers, staff, administrators, students, and parents); and continuously model and promote the frequent and effective use of technology for teaching and learning; and provide continuous and relevant professional development opportunities for teachers. Additionally, the findings suggest that establishing teacher-led communities of practices will garner more support and sustain technology integration efforts.