Technology Integration in Educational Administration

Technology Integration in Educational Administration

Gozde Sezen-Gultekin (Sakarya University, Turkey) and Nazire Burcin Hamutoglu (Kırsehir Ahi Evran University, Turkey)
DOI: 10.4018/978-1-7998-1408-5.ch007

Abstract

This chapter aims to addresses technology integration in terms of educational administration. In this context, firstly it presents the current situation of education by referring to educational policies, development plans, international reports, and contemporary applications of educational policies. It then addresses the definition, application areas, examples, and next generation applications of technology integration. Lastly, it addresses technology integration at national and international levels within the scope of educational policies and development plans, and some recommendations are made to make use of technology integration in development of instructional leadership, technology leadership, innovation management, and professional competencies.
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Introduction

Trying to meet their rapidly changing needs, individuals demand the same change from the systems in which they live and they expect the systems to act in the same direction to meet their own needs. For this reason, rapidly changing needs are felt in business life and in this context in organizational life as well as in human life. This situation makes itself more prominent since it is especially addressed in a more systematic way in education organizations.

The main objective of the educational organizations is to provide the education of the citizens of a country in line with the objectives determined in the scope of the country's education policies. In this respect, education organizations organize their educational systems by following the current educational policies of the countries and developments in the world. In recent years, with the advancement of technology and its use in different ways, individuals and organizations feel the need to follow technological developments, and even when considered in country standards, the use of technology is now considered as a development indicator. For this reason, innovations in the use of technology are at the top of national policies of countries such as Turkey increasing opportunities and improving technology movement (FATİH) Project and even in international policies through reporting of different parameters, such as the human development Index (HDI).

The countries plan their operations in line with the policies they follow and give performances by putting these plans into action. Education is one of the most fundamental areas in which these actions are carried out. The policies pursued by countries are directly shaping educational policies, so the foundations of future generations and future practices are laid through these policies. Coming from the Italian politica word, policy term is defined as “politics, a whole of arrangement and realization principles of state activities in terms of purpose, method and content” (TDK, 2019). In this respect, education policies can be evaluated as organizing the activities of countries as objectives, methods and content. In the end, the education system will be shaped by organizing these regulations in a way to meet the needs of the individuals in line with the requirements of the age.

In recent years, technology is one of the most necessary needs of the age. Technology has become an inseparable part of human beings and it has made its effect felt in education as in every field. Because, due to the changing human needs, it was moved on to post-modern approach from the classical approach in managing education. In this way, it was accepted that individuals are to be living creatures with constantly changing and developing needs rather than a mechanical system gear. This change in educational administration has also shown itself in educational practices and it has been provided the transition from traditional teaching environments to contemporary environments with the use of technology and its integration into systems. The most important action in this transition is that countries implement technology within the framework of educational policies. The use and integration of technology through these policies has been planned and programmed in the countries' educational administrations, thus these policies enabled the countries to monitor themselves.

Key Terms in this Chapter

ICT Policy: An ICT policy is a roadmap to ICT implementation strategies.

Technology Integration: Technology integration is the process of incorporating computer, science, or other technology into teaching students.

Educational Policy: Education policy consists of the principles and government policies in the educational sphere as well as the collection of laws and rules that govern the operation of education systems.

Global Perspective on Technology Integration: Evaluation of technology integration in terms of global vision.

Development Plan: A development plan is an aspect of town and country planning in the for comprising a set of documents that set out the local authority's policies and proposals for the development and use of land in their area.

FATIH Project: Increasing Opportunities and Improving Technology Movement called in Turkish FATIH, designed to provide every student with the best education, the highest quality educational content and equal opportunities.

Human Development Index: The Human Development Index (HDI) is a statistic composite index of life expectancy, education, and per capita income indicators, which are used to rank countries into four tiers of human development.

Comparative Technology Integration: Comparison the technology integration policies and applications of different countries.

Educational Administration: Educational administration is a discipline within the study of education that examines the administrative theory and practice of education in general and educational institutions and educators in particular activities.

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