The Importance Of Technology Integration In Education

Data in Table 2 shows there is no relationship between a principal’s instructional technology skills and effective technology integration at their school sites. Both Principal A and C readily admit to not modeling technology use with their staff. However, Principals b and C give a value of 10 out of 10 for the importance of technology in schools whereas Principal B gives a rating of 8 out of 10. All three principals received the same district training in technology use but vary widely by their personal use of it. The data in Table 3 shows key terms in each principal’s response to the philosophical question regarding belief of technology’s role in education and their personal goals for technology integration at their school sites. Interestingly,

Research has shown that although technology can increase academic opportunities among all students, many teachers neither use it for instruction nor integrate it into curriculum (Bauer and Kenton, 2005). Access to technology in schools has steadily increased, however classrooms have not grown at the same rate in their level of technology integration (Belland 2009). Although there are numerous barriers thought to prevent effective use of technology integration such as lack of time and resources, and teacher skill (Bauer and Kenton, 2005) and school culture (Zhao, Pugh, Sheldon, & Byers, 2002), much research has shown that the greatest barrier is the teacher’s beliefs (Ertmer, 2005), and their willingness to employ technology in teaching and student-centered learning (Teo, 2010). According to Dinham (2005), leadership is a key factor in creating effective, innovative schools and in guiding quality teaching and learning and yet principals have not been provided technology training comparable to the professional development offered to teachers (Flanagan & Jacobsen, 2003). Principal behaviors such as inspiring a shared vision for successful technology integration, providing professional development and support, and creating a school culture that embraces this vision is essential (Yee,

To understand that more important than the principal’s own level of technology savvy is their ability to create a school culture where everyone is a learner and has a responsibility to use the available technology tools to the best of their abilities. When instructional leaders are supportive and encouraging to teachers, allowing for risk-taking and possibly failing at times, teachers are more likely to persevere and work towards achieving a level of comfort and knowledge in order to use technology with their students. Brockmeir, Sermon and Hope (2005) stated the, “The principal’s disposition influences the implementation of an innovation and the magnitude of fidelity with which it is implemented; therefore, principals, too are at the center of achieving the promise of technology by facilitating its integration to transform teaching and learning” (p.47).