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[Okul müdürlerinin teknoloji liderliği rolleri ve profilleri ile ilköğretim sınıflarındaki teknoloji entegrasyonu arasındaki ilişki]

Yıl 2015, Cilt: 5 Sayı: 2, 77 - 96, 01.10.2015

Mustafa Samancıoğlu Murat Bağlıbel Mahmut Kalman Mehmet Sincar

Öz

Okullar her geçen gün teknoloji yönünden daha zengin kurumlar haline gelmektedir.
Bu durumun yol açtığı değişmeler bir yandan eğitimde reform çabalarına destek olurken
(Means, Roschelle, Penuel, Sabelli & Haertel, 2004; Gulbahar & Guven, 2008; Tezci, 2009),
diğer yandan öğrencilerin bilgi toplumunda ihtiyaç duyacakları becerilerle donatılması
sürecine katkı sağlamaktadır (UNESCO, 2002; Kozma & Wagner, 2006). Alanda yapılan
araştırmalar da BİT ile zenginleştirilmiş öğrenme ortamlarının eğitimin hedeflerine
ulaşmasında önemli katkılar sağladığını ortaya koymaktadır (Sandholtz, Ringstaff, & Dwyer,
1997; Schacter, 1999; OECD, 2005). Bunun farkında olan eğitim alanındaki politika yapıcı ve
karar vericiler, BİT’in eğitimde daha çok kullanılması için çaba göstererek (UNESCO, 2003),
önemli miktardaki parasal kaynağı bu konuya ayırmaktadırlar (Kozma, 2005).

Anahtar Kelimeler

Okul müdürleri Teknoloji liderliği rolleri Teknoloji liderliği profilleri Eğitimde teknoloji kullanımı Öğretmen algıları

Kaynakça

  • Abdul Razzak, N. (2013). Challenges facing school leadership in promoting ICT integration in instruction in the public schools of Bahrain. Educ Inf Technol, doi: 10.1007/s10639- 013-9283-7.
  • Afshari, M., Bakar, K. A., Luan, W. S., Samah, B. A., & Fooi, F. S. (2008). School Leadership and Information Communication Technology. The Turkish Online Journal of Educational Technology, 7(4), 82-91.
  • Afshari, M., Bakar, K. A., Luan, W.S., Samah, B. A., & Fooi, F. S. (2009). Technology and school leadership. Technology, Pedagogy and Education, 18(2), 235-248.
  • Akcaoglu, M., Gumus, S., Bellibas, M. S., & Boyer, D. M. (2014). Policy, practice, and reality: Exploring a nationwide technology implementation in Turkish schools. Technology, Pedagogy and Education, doi: 10.1080/1475939X.2014.899264.
  • Anderson, R. E., & Dexter, S. (2005). School technology leadership: An empirical investigation of prevalence and effect. Educational Administration Quarterly, 41(1), 49- 82.
  • Baylor, A. L., & Ritchie, D. (2002). What factors facilitate teacher skill, teacher morale, and perceived student learning in technology-using classrooms? Computers & Education, 39(4), 395–414.
  • Bebell, D., Russell, M., & O’Dwyer, L. (2004). Measuring teachers’ technology uses: Why multiple-measures are more revealing. Journal of Research on Technology in Education, 37(1), 45-63.
  • Bektas, F. (2014). School principals’ personal constructs regarding technology: An analysis based on decision-making grid technique. Educational Sciences: Theory and Practice, 14(5), 1-9.
  • Berret, B., Murphy, J., & Sullivan, J. (2012). Administrator insights and reflections: Technology integration in schools. The Qualitative Report, 17(1), 200-221. Retrieved from http://www.nova.edu/ssss/QR/QR17-1/berrett.pdf.
  • Brooks-Young, S. (2002). Making technology standards work for you: A guide for school administrators. Eugene, OR: International Society for Technology in Education.
  • Bursalıoğlu, Z. (2002). New structure and behavior in school administration (Okul yönetiminde yeni yapı ve davranış). (13th ed.) Ankara: Pegem Akademi Publishing.
  • Byrom, E., & Bingham, M. (2001). Factors influencing the effective use of technology for teaching and learning: Lessons learned from the SEIR*TEC intensive site schools. (2nd ed.). Greensboro, N.C: University of North Carolina at Greensboro.
  • Cakir, R. (2012). Technology integration and technology leadership in schools as learning organizations. The Turkish Online Journal of Educational Technology, 11(4), 273-282.
  • 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. Educational Technology & Society, 11(4), 229–245.
  • Coakers, S. J. (2005). SPSS version 12.0 for Windows analysis without Anguish. Australia: John Wiles & Sons.
  • Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.): Hillsdale, NJ: Erlbaum.
  • Cohen, L., Manion, L., & Morrison, K. (2007). Research methods in education. (6th ed.). New York, NY: Routledge.
  • Cox, M. (1997). Identification of the changes in attitude and pedagogical practices needed to enable teachers to use information technology in the school curriculum. Paper presented at the Joint Working Conference on Information Technology: Supporting Change Through Teacher Education, Kiryat Anavim, Israel.
  • Dooley, K. (1998). Change facilitation and implementation: A model for school diffusion of computer technology and communications. Planning & Changing, 29, 173-186.
  • Eisenberg, M. B., & Johnson, D. (2002). Learning and teaching information technology-computer skills in context. ERIC Digest. ED465377
  • Eng, T. S. (2005). The impact of ICT on learning: A review of research. International Education Journal, 6(5), 635-650.
  • Flanagan, L., & Jacobsen, M. (2003). Technology leadership for the twenty-first century principal. Journal of Educational Administration, 41(2), 124-142.
  • Fraenkel, J., Wallen, N., & Hyun, H. (2012). How to design and evaluate research in education. (8th ed.), New York: McGraw-Hill.
  • Grady, M. L. (2011). Leading the technology-powered school. Thousand Oaks, CA: Corwin Press.
  • Gulbahar, Y., & Guven, I. (2008). A survey on ICT usage and the perceptions of social studies teachers in Turkey. Educational Technology & Society, 11(3), 37-51.
  • Hacifazlioglu, O., Karadeniz, S., & Dalgic, G. (2011). Okul yöneticilerinin teknoloji liderliğine ilişkin algıları: Metafor analizi örneği *School administrators’ perceptions of technology leadership: An example for metaphor analysis]. Eğitim Bilimleri Araştırmaları Dergisi ‐ Journal of Educational Sciences Research, 1(1), 97-121.
  • Hayes, D. N. A. (2007). ICT and learning: lessons from Australian classrooms. Computers & Education, 49(2), 385-395.
  • Hew, K. F., & Brush, T. (2007). Integrating technology into K-12 teaching and learning: current knowledge gaps and recommendations for future research. Education Tech Research Dev, 55, 223–252.
  • Hoy, W. K., & Miskel, C. G. (2008). Educational administration: Theory, research and practice, 8th edition. Boston: McGraw Hill.
  • Hughes, M., & Zachariah, S. (2001). An investigation into the relationship between effective administrative leadership styles and the use of technology. International Electronic Journal for Leadership in Learning, 5(5), 1-10.
  • Inan, F. A., & Lowther, D. L. (2010). Factors affecting technology integration in K-12 classrooms: a path model. Education Tech Research Dev, 58, 137-154.
  • ISTE. (2009). National educational technology standards (NETS•A) and performance indicators for administrators. Retrieved June 10, 2013 from www.iste.org.
  • Jones, A. (2009). Role of distributed leadership in delivery of quality education: Examples from New Zealand research. Paper presented at the 16th National Seminar on Educational Management and Leadership.
  • Kearsley, G., & Lynch, W. (1992). Educational leadership in the age of technology: The new skills. Journal of Research on Computing in Education, 25(1), 50-60.
  • Kincaid, T., & Feldner, L. (2002). Leadership for technology integration: The role of principals and mentors. Educational Technology & Society, 5(1). Retrieved August 11, 2012 from http://www.ifets.info/journals/5_1/kincaid.html.
  • Kocak-Usluel, Y., Kuşkaya-Mumcu, F., & Demiraslan, Y. (2007). ICT in the learning-teaching process: Teachers’ views on the integration and obstacles. Hacettepe University Journal of Education, 32, 164-178.
  • Kozma, R. B. (2005). National policies that connect ICT-based education reform to economic and social development. Human Technology, 1(2), 117-156.
  • Kozma, R. B., & Wagner, D. (2006). Reaching the most disadvantaged with ICT: What works. ICT and learning: Supporting out-of-school youth and adults. Paris: OECD pp.97-120.
  • Kuzu, A. (2007). Perceptions of teachers regarding of key technology players in their institutions. World Applied Sciences Journal, 2(S), 699-706.
  • Landau, S., & Everitt, B. S. (2004). A handbook of statistical analyses using SPSS. Boca Raton, Florida: Chapman & Hall/CRC A CRC Press Company.
  • Lei, J., & Zhao, Y. (2007). Technology uses and student achievement: A longitudinal study. Computers & Education, 49, 284-296.
  • Leng, N. W. (2008). Transformational leadership and the integration of information and communications into teaching. The Asia-Pacific Education Researcher, 17(1), 1-14.
  • Leonard, L. J., & Leonard, P. E. (2006). Leadership for technology integration: Computing the reality. The Alberta Journal of Educational Research, 52(4), 212-224.
  • Macaulay, L. (2009). Elementary principals as technology instructional leaders. Paper presented at the NECC.
  • Matthews, A. W. (2002). Technology leadership at a junior high school: A qualitative case study. Unpublished doctoral dissertation, University of Nevada.
  • McLeod, S., & Richardson, J. W. (2013). Supporting effective technology integration and implementation. In M. Militello and J.I. Friend (Eds.), Principal 2.0: Technology and educational leadership. Charlotte, NC: Information Age Publishing.
  • Means, B., Roschelle, R., Penuel, W., Sabelli, N. & Haertel, G. (Eds.) (2004). Technology’s contribution to teaching and policy: Efficiency, standardization, or transformation? (Vol. 27). Washington, DC: American Educational Research Association.
  • Mehlinger, H. D., & Powers, S. M. (2002). Technology and teacher education: A guide for educators and policymakers. Boston: Houghton Mifflin.
  • O’Dwyer, L. M., Russell, M., & Bebell, D. J. (2004). Identifying teacher, school and district characteristics associated with elementary teachers’ use of technology: A multilevel perspective. Education Policy Analysis Archives, 12(48). Retrieved May 20, 2013 from http://epaa.asu.edu/epaa/v12n48/.
  • OECD. (2005). Are students ready for a technology-rich world? What PISA studies tell us. Paris: OECD.
  • Otto, T. L., & Albion, P. R. (2004). Principals’ beliefs about teaching with ICT. Paper presented at the International Conference of the Society for Information Technology and Teacher Education.
  • Plano-Clark, V. L. P., & Creswell, J. W. (2015). Understanding research: A consumer's guide. (2nd Ed.), Boston, MA: Pearson.
  • Redish, T., & Chan, T. C. (2007). Technology leadership: Aspiring administrators’ perceptions of their leadership preparation program. Electronic Journal for the Integration of Technology in Education, 6, 123-139.
  • Richardson, J. W., Bathon, J., Flora, K. L., & Lewis, W. D. (2012). NETS•A scholarship. Journal of Research on Technology in Education, 45(2), 131-151.
  • Rogers, P. L. (2000). Barriers to adopting emerging technologies in education. Journal of Educational Computing Research, 22(4), 455-472.
  • Sandholtz, J. H., Ringstaff, C., & Dwyer, D. (1997). Teaching with technology. New York: Teachers College Press.
  • Schacter, J. (1999). The impact of technology on student achievement: What the most current research has to say. New York: Milken Exchange on Educational Technology, Milken Family Foundation.
  • Schiller, J. (2002). Interventions by school leaders in effective implementation of information and communications technology: Perceptions of Australian principals. Technology, Pedagogy and Education, 11(3), 289-301.
  • Schiller, J. (2003a). The elementary school principal as a change facilitator in ICT integration. The Technology Source Archives at the University of North Carolina July/August. Retrieved June 23, 2012 from http://ts.mivu.org/default.asp?show=article&id=1034.
  • Schiller, J. (2003b). Working with ICT: Perceptions of Australian principals. Journal of Educational Administration, 41(2), 171-185.
  • Schreiber, J. B., & Asner-Self, K. (2011). Educational research. The interrelationship of questions, sampling, design, and analysis. NJ: Wiley.
  • Shattuck, G. (2010). Understanding school leaders’ role in teachers’ adoption of technology integration classroom practices. In M. Orey et al. (eds.), Educational media and technology yearbook, 35, 7-28, New York, NY: Springer.
  • Sincar, M. (2009). An analysis of Turkish elementary school administrators’ technology leadership roles. Unpublished doctoral dissertation, Inonu University, Dep. of Educational Sciences, Malatya.
  • Sincar, M. (2010). Reliability and validity study of the inventory of technology leadership roles. Journal of Education Research, 3(4), 311-320.
  • Sincar, M., & Aslan, B. (2011). Primary school administrators’ views about technology leadership roles. Gaziantep University Journal of Social Sciences Institute, 10(1), 571-595.
  • Smeets, E. (2005). Does ICT contribute to powerful learning environments in primary education? Computers & Education, 44(3), 343-355.
  • Tan, S. C. (2010). School technology leadership: Lessons from empirical research. Paper presented at the Proceedings of ASCILITE, Sydney. Retrieved January 12, 2013 from http://www.ascilite.org.au/conferences/sydney10/procs/Seng_chee_tan-full.pdf .
  • Tearle, P. (2003). ICT implementation: what makes the difference? British Journal of Educational Technology, 34(5), 567-583.
  • Thomas, W. R. (1999). Educational technology: Are school administrators ready for it? Retrieved 12 May, 2009, from http://www.sreb.org/
  • Tondeur, J., Cooper, M., & Newhouse, C. P. (2010). From ICT coordination to ICT integration: A longitudinal case study. Journal of Computer Assisted Learning, 26, 296- 306.
  • Turan, S. (2002). The role educational administrators in terms of effective use of technology at the school. Educational Administration, 30, 271-274.
  • UNESCO. (2002). Open and distance learning: Trends, policy, and strategy considerations. Paris: UNESCO.
  • UNESCO. (2003). ICT for education in Asia-pacific: ICT policy and strategy. Bangkok: UNESCO.
  • van Braak, J., Tondeur, J., & Valcke, M. (2004). Explaining different types of computer use among primary school teachers. European Journal of Psychology of Education, 19(4), 407- 422.
  • Voogt, J., & Knezek, G. (Eds.) (2008). International handbook of information technology in primary and secondary education. New York: Springer.
  • Wachira, P., & Keengwe, J. (2011). Technology integration barriers: Urban school mathematics teachers’ perspectives. J Sci Educ Technol, 20, 17-25.
  • Williams, D., Coles, L., Wilson, K., Richardson, A., & Tuson, J. (2000). Teachers and ICT: Current use and future needs. British Journal of Educational Technology, 31(4), 307-320.
  • Wilmore, D., & Betz, M. (2000). Information technology and schools: the principal’s role. Educational Technology & Society, 3(4), 12-19.
  • Yee, D. (2000). Images of school principals' information and communications technology leadership. Journal of Information Technology for Teacher Education, 9(3), 287-302.
  • Yu, C., & Durrington, V. A. (2006). Technology standards for school administrators: An analysis of practicing and aspiring administrators’ perceived ability to perform the standards. NASSP Bulletin, 90(4), 301-317.
  • Zhao, Y., Pugh, K., Sheldon, S., & Byers, J. (2002). Conditions for classroom technology innovations: Executive summary. Teachers College Record, 104(3), 482-515.

The relationship between technology leadership roles and profiles of school principals and technology integration in primary school classrooms

Yıl 2015, Cilt: 5 Sayı: 2, 77 - 96, 01.10.2015

Mustafa Samancıoğlu Murat Bağlıbel Mahmut Kalman Mehmet Sincar

Öz

The purpose of this study was to investigate the relationship between technology leadership behaviors of school principals and teachers’ level of technology integration, and to determine technology leadership profiles based on teacher views and examine their association with technology integration. The researchers administered two questionnaires to 352 teachers working at sixteen primary schools in a large city in southeastern Turkey. The results revealed a positive, but weak relationship between technology leadership and technology integration. Furthermore, it was concluded that there were positive but weak relationships among technology integration and human centeredness, communication and collaboration, vision and support sub-dimensions of technology leadership. Two technology leadership profiles (high-TLP=65.6% and low-TLP=34.4%) were constructed as a result of cluster analysis. A statistically significant difference was detected between teachers’ technology integration perceptions which were categorized into two profiles. The paper concludes by suggestions for implications to strengthen the link between technology leadership and technology integration

Anahtar Kelimeler

School principals Technology leadership roles Technology leadership profiles Technology integration Teacher perceptions

Kaynakça

  • Abdul Razzak, N. (2013). Challenges facing school leadership in promoting ICT integration in instruction in the public schools of Bahrain. Educ Inf Technol, doi: 10.1007/s10639- 013-9283-7.
  • Afshari, M., Bakar, K. A., Luan, W. S., Samah, B. A., & Fooi, F. S. (2008). School Leadership and Information Communication Technology. The Turkish Online Journal of Educational Technology, 7(4), 82-91.
  • Afshari, M., Bakar, K. A., Luan, W.S., Samah, B. A., & Fooi, F. S. (2009). Technology and school leadership. Technology, Pedagogy and Education, 18(2), 235-248.
  • Akcaoglu, M., Gumus, S., Bellibas, M. S., & Boyer, D. M. (2014). Policy, practice, and reality: Exploring a nationwide technology implementation in Turkish schools. Technology, Pedagogy and Education, doi: 10.1080/1475939X.2014.899264.
  • Anderson, R. E., & Dexter, S. (2005). School technology leadership: An empirical investigation of prevalence and effect. Educational Administration Quarterly, 41(1), 49- 82.
  • Baylor, A. L., & Ritchie, D. (2002). What factors facilitate teacher skill, teacher morale, and perceived student learning in technology-using classrooms? Computers & Education, 39(4), 395–414.
  • Bebell, D., Russell, M., & O’Dwyer, L. (2004). Measuring teachers’ technology uses: Why multiple-measures are more revealing. Journal of Research on Technology in Education, 37(1), 45-63.
  • Bektas, F. (2014). School principals’ personal constructs regarding technology: An analysis based on decision-making grid technique. Educational Sciences: Theory and Practice, 14(5), 1-9.
  • Berret, B., Murphy, J., & Sullivan, J. (2012). Administrator insights and reflections: Technology integration in schools. The Qualitative Report, 17(1), 200-221. Retrieved from http://www.nova.edu/ssss/QR/QR17-1/berrett.pdf.
  • Brooks-Young, S. (2002). Making technology standards work for you: A guide for school administrators. Eugene, OR: International Society for Technology in Education.
  • Bursalıoğlu, Z. (2002). New structure and behavior in school administration (Okul yönetiminde yeni yapı ve davranış). (13th ed.) Ankara: Pegem Akademi Publishing.
  • Byrom, E., & Bingham, M. (2001). Factors influencing the effective use of technology for teaching and learning: Lessons learned from the SEIR*TEC intensive site schools. (2nd ed.). Greensboro, N.C: University of North Carolina at Greensboro.
  • Cakir, R. (2012). Technology integration and technology leadership in schools as learning organizations. The Turkish Online Journal of Educational Technology, 11(4), 273-282.
  • 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. Educational Technology & Society, 11(4), 229–245.
  • Coakers, S. J. (2005). SPSS version 12.0 for Windows analysis without Anguish. Australia: John Wiles & Sons.
  • Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.): Hillsdale, NJ: Erlbaum.
  • Cohen, L., Manion, L., & Morrison, K. (2007). Research methods in education. (6th ed.). New York, NY: Routledge.
  • Cox, M. (1997). Identification of the changes in attitude and pedagogical practices needed to enable teachers to use information technology in the school curriculum. Paper presented at the Joint Working Conference on Information Technology: Supporting Change Through Teacher Education, Kiryat Anavim, Israel.
  • Dooley, K. (1998). Change facilitation and implementation: A model for school diffusion of computer technology and communications. Planning & Changing, 29, 173-186.
  • Eisenberg, M. B., & Johnson, D. (2002). Learning and teaching information technology-computer skills in context. ERIC Digest. ED465377
  • Eng, T. S. (2005). The impact of ICT on learning: A review of research. International Education Journal, 6(5), 635-650.
  • Flanagan, L., & Jacobsen, M. (2003). Technology leadership for the twenty-first century principal. Journal of Educational Administration, 41(2), 124-142.
  • Fraenkel, J., Wallen, N., & Hyun, H. (2012). How to design and evaluate research in education. (8th ed.), New York: McGraw-Hill.
  • Grady, M. L. (2011). Leading the technology-powered school. Thousand Oaks, CA: Corwin Press.
  • Gulbahar, Y., & Guven, I. (2008). A survey on ICT usage and the perceptions of social studies teachers in Turkey. Educational Technology & Society, 11(3), 37-51.
  • Hacifazlioglu, O., Karadeniz, S., & Dalgic, G. (2011). Okul yöneticilerinin teknoloji liderliğine ilişkin algıları: Metafor analizi örneği *School administrators’ perceptions of technology leadership: An example for metaphor analysis]. Eğitim Bilimleri Araştırmaları Dergisi ‐ Journal of Educational Sciences Research, 1(1), 97-121.
  • Hayes, D. N. A. (2007). ICT and learning: lessons from Australian classrooms. Computers & Education, 49(2), 385-395.
  • Hew, K. F., & Brush, T. (2007). Integrating technology into K-12 teaching and learning: current knowledge gaps and recommendations for future research. Education Tech Research Dev, 55, 223–252.
  • Hoy, W. K., & Miskel, C. G. (2008). Educational administration: Theory, research and practice, 8th edition. Boston: McGraw Hill.
  • Hughes, M., & Zachariah, S. (2001). An investigation into the relationship between effective administrative leadership styles and the use of technology. International Electronic Journal for Leadership in Learning, 5(5), 1-10.
  • Inan, F. A., & Lowther, D. L. (2010). Factors affecting technology integration in K-12 classrooms: a path model. Education Tech Research Dev, 58, 137-154.
  • ISTE. (2009). National educational technology standards (NETS•A) and performance indicators for administrators. Retrieved June 10, 2013 from www.iste.org.
  • Jones, A. (2009). Role of distributed leadership in delivery of quality education: Examples from New Zealand research. Paper presented at the 16th National Seminar on Educational Management and Leadership.
  • Kearsley, G., & Lynch, W. (1992). Educational leadership in the age of technology: The new skills. Journal of Research on Computing in Education, 25(1), 50-60.
  • Kincaid, T., & Feldner, L. (2002). Leadership for technology integration: The role of principals and mentors. Educational Technology & Society, 5(1). Retrieved August 11, 2012 from http://www.ifets.info/journals/5_1/kincaid.html.
  • Kocak-Usluel, Y., Kuşkaya-Mumcu, F., & Demiraslan, Y. (2007). ICT in the learning-teaching process: Teachers’ views on the integration and obstacles. Hacettepe University Journal of Education, 32, 164-178.
  • Kozma, R. B. (2005). National policies that connect ICT-based education reform to economic and social development. Human Technology, 1(2), 117-156.
  • Kozma, R. B., & Wagner, D. (2006). Reaching the most disadvantaged with ICT: What works. ICT and learning: Supporting out-of-school youth and adults. Paris: OECD pp.97-120.
  • Kuzu, A. (2007). Perceptions of teachers regarding of key technology players in their institutions. World Applied Sciences Journal, 2(S), 699-706.
  • Landau, S., & Everitt, B. S. (2004). A handbook of statistical analyses using SPSS. Boca Raton, Florida: Chapman & Hall/CRC A CRC Press Company.
  • Lei, J., & Zhao, Y. (2007). Technology uses and student achievement: A longitudinal study. Computers & Education, 49, 284-296.
  • Leng, N. W. (2008). Transformational leadership and the integration of information and communications into teaching. The Asia-Pacific Education Researcher, 17(1), 1-14.
  • Leonard, L. J., & Leonard, P. E. (2006). Leadership for technology integration: Computing the reality. The Alberta Journal of Educational Research, 52(4), 212-224.
  • Macaulay, L. (2009). Elementary principals as technology instructional leaders. Paper presented at the NECC.
  • Matthews, A. W. (2002). Technology leadership at a junior high school: A qualitative case study. Unpublished doctoral dissertation, University of Nevada.
  • McLeod, S., & Richardson, J. W. (2013). Supporting effective technology integration and implementation. In M. Militello and J.I. Friend (Eds.), Principal 2.0: Technology and educational leadership. Charlotte, NC: Information Age Publishing.
  • Means, B., Roschelle, R., Penuel, W., Sabelli, N. & Haertel, G. (Eds.) (2004). Technology’s contribution to teaching and policy: Efficiency, standardization, or transformation? (Vol. 27). Washington, DC: American Educational Research Association.
  • Mehlinger, H. D., & Powers, S. M. (2002). Technology and teacher education: A guide for educators and policymakers. Boston: Houghton Mifflin.
  • O’Dwyer, L. M., Russell, M., & Bebell, D. J. (2004). Identifying teacher, school and district characteristics associated with elementary teachers’ use of technology: A multilevel perspective. Education Policy Analysis Archives, 12(48). Retrieved May 20, 2013 from http://epaa.asu.edu/epaa/v12n48/.
  • OECD. (2005). Are students ready for a technology-rich world? What PISA studies tell us. Paris: OECD.
  • Otto, T. L., & Albion, P. R. (2004). Principals’ beliefs about teaching with ICT. Paper presented at the International Conference of the Society for Information Technology and Teacher Education.
  • Plano-Clark, V. L. P., & Creswell, J. W. (2015). Understanding research: A consumer's guide. (2nd Ed.), Boston, MA: Pearson.
  • Redish, T., & Chan, T. C. (2007). Technology leadership: Aspiring administrators’ perceptions of their leadership preparation program. Electronic Journal for the Integration of Technology in Education, 6, 123-139.
  • Richardson, J. W., Bathon, J., Flora, K. L., & Lewis, W. D. (2012). NETS•A scholarship. Journal of Research on Technology in Education, 45(2), 131-151.
  • Rogers, P. L. (2000). Barriers to adopting emerging technologies in education. Journal of Educational Computing Research, 22(4), 455-472.
  • Sandholtz, J. H., Ringstaff, C., & Dwyer, D. (1997). Teaching with technology. New York: Teachers College Press.
  • Schacter, J. (1999). The impact of technology on student achievement: What the most current research has to say. New York: Milken Exchange on Educational Technology, Milken Family Foundation.
  • Schiller, J. (2002). Interventions by school leaders in effective implementation of information and communications technology: Perceptions of Australian principals. Technology, Pedagogy and Education, 11(3), 289-301.
  • Schiller, J. (2003a). The elementary school principal as a change facilitator in ICT integration. The Technology Source Archives at the University of North Carolina July/August. Retrieved June 23, 2012 from http://ts.mivu.org/default.asp?show=article&id=1034.
  • Schiller, J. (2003b). Working with ICT: Perceptions of Australian principals. Journal of Educational Administration, 41(2), 171-185.
  • Schreiber, J. B., & Asner-Self, K. (2011). Educational research. The interrelationship of questions, sampling, design, and analysis. NJ: Wiley.
  • Shattuck, G. (2010). Understanding school leaders’ role in teachers’ adoption of technology integration classroom practices. In M. Orey et al. (eds.), Educational media and technology yearbook, 35, 7-28, New York, NY: Springer.
  • Sincar, M. (2009). An analysis of Turkish elementary school administrators’ technology leadership roles. Unpublished doctoral dissertation, Inonu University, Dep. of Educational Sciences, Malatya.
  • Sincar, M. (2010). Reliability and validity study of the inventory of technology leadership roles. Journal of Education Research, 3(4), 311-320.
  • Sincar, M., & Aslan, B. (2011). Primary school administrators’ views about technology leadership roles. Gaziantep University Journal of Social Sciences Institute, 10(1), 571-595.
  • Smeets, E. (2005). Does ICT contribute to powerful learning environments in primary education? Computers & Education, 44(3), 343-355.
  • Tan, S. C. (2010). School technology leadership: Lessons from empirical research. Paper presented at the Proceedings of ASCILITE, Sydney. Retrieved January 12, 2013 from http://www.ascilite.org.au/conferences/sydney10/procs/Seng_chee_tan-full.pdf .
  • Tearle, P. (2003). ICT implementation: what makes the difference? British Journal of Educational Technology, 34(5), 567-583.
  • Thomas, W. R. (1999). Educational technology: Are school administrators ready for it? Retrieved 12 May, 2009, from http://www.sreb.org/
  • Tondeur, J., Cooper, M., & Newhouse, C. P. (2010). From ICT coordination to ICT integration: A longitudinal case study. Journal of Computer Assisted Learning, 26, 296- 306.
  • Turan, S. (2002). The role educational administrators in terms of effective use of technology at the school. Educational Administration, 30, 271-274.
  • UNESCO. (2002). Open and distance learning: Trends, policy, and strategy considerations. Paris: UNESCO.
  • UNESCO. (2003). ICT for education in Asia-pacific: ICT policy and strategy. Bangkok: UNESCO.
  • van Braak, J., Tondeur, J., & Valcke, M. (2004). Explaining different types of computer use among primary school teachers. European Journal of Psychology of Education, 19(4), 407- 422.
  • Voogt, J., & Knezek, G. (Eds.) (2008). International handbook of information technology in primary and secondary education. New York: Springer.
  • Wachira, P., & Keengwe, J. (2011). Technology integration barriers: Urban school mathematics teachers’ perspectives. J Sci Educ Technol, 20, 17-25.
  • Williams, D., Coles, L., Wilson, K., Richardson, A., & Tuson, J. (2000). Teachers and ICT: Current use and future needs. British Journal of Educational Technology, 31(4), 307-320.
  • Wilmore, D., & Betz, M. (2000). Information technology and schools: the principal’s role. Educational Technology & Society, 3(4), 12-19.
  • Yee, D. (2000). Images of school principals' information and communications technology leadership. Journal of Information Technology for Teacher Education, 9(3), 287-302.
  • Yu, C., & Durrington, V. A. (2006). Technology standards for school administrators: An analysis of practicing and aspiring administrators’ perceived ability to perform the standards. NASSP Bulletin, 90(4), 301-317.
  • Zhao, Y., Pugh, K., Sheldon, S., & Byers, J. (2002). Conditions for classroom technology innovations: Executive summary. Teachers College Record, 104(3), 482-515.
Toplam 81 adet kaynakça vardır.

Ayrıntılar

Diğer ID JA83NE69HD
Bölüm Araştırma Makalesi
Yazarlar

Mustafa Samancıoğlu

Murat Bağlıbel Bu kişi benim

Mahmut Kalman

Mehmet Sincar

Yayımlanma Tarihi 1 Ekim 2015
Yayımlandığı Sayı Yıl 2015 Cilt: 5 Sayı: 2

Kaynak Göster

APA Samancıoğlu, M., Bağlıbel, M., Kalman, M., Sincar, M. (2015). [Okul müdürlerinin teknoloji liderliği rolleri ve profilleri ile ilköğretim sınıflarındaki teknoloji entegrasyonu arasındaki ilişki]. Eğitim Bilimleri Araştırmaları Dergisi, 5(2), 77-96.
AMA Samancıoğlu M, Bağlıbel M, Kalman M, Sincar M. [Okul müdürlerinin teknoloji liderliği rolleri ve profilleri ile ilköğretim sınıflarındaki teknoloji entegrasyonu arasındaki ilişki]. EBAD - JESR. Ekim 2015;5(2):77-96.
Chicago Samancıoğlu, Mustafa, Murat Bağlıbel, Mahmut Kalman, ve Mehmet Sincar. “[Okul müdürlerinin Teknoloji liderliği Rolleri Ve Profilleri Ile ilköğretim sınıflarındaki Teknoloji Entegrasyonu arasındaki ilişki]”. Eğitim Bilimleri Araştırmaları Dergisi 5, sy. 2 (Ekim 2015): 77-96.
EndNote Samancıoğlu M, Bağlıbel M, Kalman M, Sincar M (01 Ekim 2015) [Okul müdürlerinin teknoloji liderliği rolleri ve profilleri ile ilköğretim sınıflarındaki teknoloji entegrasyonu arasındaki ilişki]. Eğitim Bilimleri Araştırmaları Dergisi 5 2 77–96.
IEEE M. Samancıoğlu, M. Bağlıbel, M. Kalman, ve M. Sincar, “[Okul müdürlerinin teknoloji liderliği rolleri ve profilleri ile ilköğretim sınıflarındaki teknoloji entegrasyonu arasındaki ilişki]”, EBAD - JESR, c. 5, sy. 2, ss. 77–96, 2015.
ISNAD Samancıoğlu, Mustafa vd. “[Okul müdürlerinin Teknoloji liderliği Rolleri Ve Profilleri Ile ilköğretim sınıflarındaki Teknoloji Entegrasyonu arasındaki ilişki]”. Eğitim Bilimleri Araştırmaları Dergisi 5/2 (Ekim 2015), 77-96.
JAMA Samancıoğlu M, Bağlıbel M, Kalman M, Sincar M. [Okul müdürlerinin teknoloji liderliği rolleri ve profilleri ile ilköğretim sınıflarındaki teknoloji entegrasyonu arasındaki ilişki]. EBAD - JESR. 2015;5:77–96.
MLA Samancıoğlu, Mustafa vd. “[Okul müdürlerinin Teknoloji liderliği Rolleri Ve Profilleri Ile ilköğretim sınıflarındaki Teknoloji Entegrasyonu arasındaki ilişki]”. Eğitim Bilimleri Araştırmaları Dergisi, c. 5, sy. 2, 2015, ss. 77-96.
Vancouver Samancıoğlu M, Bağlıbel M, Kalman M, Sincar M. [Okul müdürlerinin teknoloji liderliği rolleri ve profilleri ile ilköğretim sınıflarındaki teknoloji entegrasyonu arasındaki ilişki]. EBAD - JESR. 2015;5(2):77-96.