Principal Leadership for Technology-enhanced Learning in Science

• Published in: Journal of science education and technology Vol. 17; no. 1; pp. 1 - 18
• Main Authors: Gerard, Libby F., Bowyer, Jane B., Linn, Marcia C.
• Format: Journal Article
• Language: English
• Published: Dordrecht Springer 01.02.2008; Springer Netherlands; Springer Nature B.V
• Subjects: Administrator Attitudes; Change Strategies; Coding; Computer technology; Curricula; Curriculum Development; Education; Educational Change; Educational Policy; Educational Technology; Instructional Materials; Leadership; Leadership Training; Learning; Management Development; Outcomes of Education; Political Issues; Principals; Reforms; School principals; Schools; Science Curriculum; Science Education; Science learning; Science teachers; Secondary school curricula; Secondary School Curriculum; Teachers; Technological innovation; Technology; Technology Education; Technology Integration; Training Methods; Leadership; Secondary science curriculum; Curriculum reform; Technology
• ISSN: 1059-0145; 1573-1839
• DOI: 10.1007/s10956-007-9070-6

Reforms such as technology-enhanced instruction require principal leadership. Yet, many principals report that they need help to guide implementation of science and technology reforms. We identify strategies for helping principals provide this leadership. A two-phase design is employed. In the first phase we elicit principals' varied ideas about the Technology-enhanced Learning in Science (TELS) curriculum materials being implemented by teachers in their schools, and in the second phase we engage principals in a leadership workshop designed based on the ideas they generated. Analysis uses an emergent coding scheme to categorize principals' ideas, and a knowledge integration framework to capture the development of these ideas. The analysis suggests that principals frame their thinking about the implementation of TELS in terms of: principal leadership, curriculum, educational policy, teacher learning, student outcomes and financial resources. They seek to improve their own knowledge to support this reform. The principals organize their ideas around individual school goals and current political issues. Principals prefer professional development activities that engage them in reviewing curricula and student work with other principals. Based on the analysis, this study offers guidelines for creating learning opportunities that enhance principals' leadership abilities in technology and science reform.