Technology Leadership in Turkish Schools: A Systematic Review

Technology Leadership in Turkish Schools: A Systematic Review

Selahattin Turan (Bursa Uludağ University, Turkey), Mahmut Polatcan (Karabük University, Turkey) and Ramazan Cansoy (Karabük University, Turkey)
DOI: 10.4018/978-1-7998-1408-5.ch004

Abstract

This chapter aimed to systematically evaluate theses and articles that were published between the years 2000-2019 in Turkey related to school technology leadership in terms of their topics, methods, results, and recommendations. Web of Science, ERIC, SCOPUS, ULAKBIM, and Turkish National Thesis Center were applied. In this context, 42 studies were examined. Findings indicated that technology leadership studies mostly focused on technology leadership competencies, technology leadership behaviors, and technology leadership roles. The descriptive survey design was found to be used frequently in technology leadership studies. According to the perceptions of teachers and principals, it was determined that principals exhibited high levels of technology leadership competencies, behaviors, attitudes, and roles. On the other hand, it was noted that there is a dearth of studies conducted on variables related to technology leadership and the factors that affect the principals being the technology leaders.
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Introduction

Computers and the internet have become important tools in education and training with innovation and development of information technologies. School principals have a significant role in the effective use of information and communication technologies (ICT) in schools, such as being a pioneer, supporter and resource provider of change (Schiller, 2003). Thus, leadership behavior of principals is vital for school development and student success (Diamond & Spillane, 2016; Durnalı, 2019; Hallinger & Heck, 2010; Heck & Hallinger, 2014; Leithwood, Patten & Jantzi, 2010; Leithwood & Sun, 2012). One of the study areas of school leadership is technology leadership, which helps integrate technology with leadership skills (Jacobsen & Flanagan, 2003). Technology leadership requires a school culture that encourages principals to understand new technologies, have personal competency to use these technologies, and use new techniques effectively in the teaching and learning process (Schiller, 2003). Indeed, recent developments in the field of ICT are considered as another important factor in the development of school (Webber, 2003). For example, laptops, tablet computers, smart boards, smartphones, and similar technologies are becoming widespread in the teaching processes (Chua & Chua, 2017; Çukurbaşı, İşbulan & Kıyıcı, 2016). Countries such as Finland, Hong Kong, Singapore, Canada, New Zealand, Great Britain and the United States make ICT widespread in their schools to improve their education systems (Davies, 2010; Tan, 2010; Yee, 2000). In particular, the studies of the International Society for Education Technology (ISTE) on the determination of standards for the use of technology in education constitute a turning point. The National Educational Technology Standards for Administrators (NETSA) on technology leadership, which were published in 2002 and revised in 2009, include chapters on visionary leadership, digital learning culture, excellence in professional practice, systematic development and digital citizenship (Anderson & Dexter, 2005; Barron, Kemker, Harmes & Kalaydjian, 2003; Brown & Jacobsen, 2016; Weng & Tang, 2014). These standards have inspired the developed and developing countries and guided countries to establish their own technology leadership standards (Gürfidan & Koç, 2016; Hafızoğlu, Karadeniz & Dalgıç, 2011). This has caused a search for answers to questions regarding which areas the studies on technology leadership in education in Turkey focus on and what kinds of consequences they lead to.

Key Terms in this Chapter

Technology: All the knowledge and the skills required in the production of technical tools and materials.

Systematic Review: It is a method for achieving a common result by classifying the characteristics of studies conducted on a specific subject in terms of subject, method and results.

Principal Leadership: Engaging employees in decision-making processes and contributing to the development of staff and developing training programs to achieve the goals and objectives of the school.

Principal: He is the person who conducts the teaching and management work of the school organization.

Technology Leadership: It is the combination of strategies and techniques that individuals should have for effective use of technology in schools.

Leadership: Managing followers as a personality according to a pre-determined organizational vision.

School: It is the institution in which individuals gain universal and national values during childhood and develop individual knowledge and abilities.

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