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Leading, learning, and thinking with information and communication technology (ICT): Images of principals' ICT leadership
DISSERTATION

, University of Calgary , Canada

University of Calgary . Awarded

Abstract

As this study explores the lived experiences of principals in ICT-enriched schools in Canada, the United States, and New Zealand, it presents a unique, and previously undocumented, perspective of information and communication technology (ICT) leadership. Specifically, it describes how principals use ICT in their daily work and outlines principals' perceptions of their roles regarding ICT use within their schools. It provides insight into the experiences of principals as they develop personal skill with ICT while at the same time assisting staff members and students to develop their own skills and knowledge. It also examines the perceptions that staff members, students, and parents have regarding the responsibility of principals for personal competency with ICT and for ICT use in their schools.

Following a constructivist, qualitative research paradigm, study participants were interviewed in ICT-enriched schools in Canada, the United States, and New Zealand. Further, documents relating to school leadership and ICT were analysed, and observations and questions were compiled in a reflective journal website. Qualitative coding was used for data analysis, and images of ICT leadership were created through thick description of the lived experiences and the contexts of the principals in the ICT enriched schools.

In addition, this study suggests a framework for ICT leadership. Using descriptors selected from the language of the participants, the categories of ICT leadership manifest in the principals include: equitable providing, learning-focussed envisioning, adventurous learning, patient teaching, protective enabling, constant monitoring, entrepreneurial networking, and careful challenging. A synthesis of related ICT leadership practices is presented, and the influence of ICT leadership on organisational outcomes within ICT-enriched schools also is suggested.

Although this study focuses on principals of ICT-enriched schools, it informs the practice of other school principals who must ensure that ICT becomes a tool to assist with learning, teaching, and leadership. In conclusion, the heuristic wisdom of the study participants is distilled to provide practical suggestions for both principals and school district administrators.

Citation

Yee, D.L. Leading, learning, and thinking with information and communication technology (ICT): Images of principals' ICT leadership. Ph.D. thesis, University of Calgary. Retrieved May 20, 2019 from .

This record was imported from ProQuest on October 23, 2013. [Original Record]

Citation reproduced with permission of ProQuest LLC.

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