Principal Leadership for Technology-enhanced Learning in Science |
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| Authors: | Libby F Gerard Jane B Bowyer Marcia C Linn |
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| Institution: | (1) Mills College, School of Education, 5000 Macarthur Blvd, Oakland, CA 94613, USA;(2) Graduate School of Education, University of California at Berkeley, Berkeley, CA, USA |
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| Abstract: | Reforms such as technology-enhanced instruction require principal leadership. Yet, many principals report that they need help
to guide implementation of science and technology reforms. We identify strategies for helping principals provide this leadership.
A two-phase design is employed. In the first phase we elicit principals’ varied ideas about the Technology-enhanced Learning
in Science (TELS) curriculum materials being implemented by teachers in their schools, and in the second phase we engage principals
in a leadership workshop designed based on the ideas they generated. Analysis uses an emergent coding scheme to categorize
principals’ ideas, and a knowledge integration framework to capture the development of these ideas. The analysis suggests
that principals frame their thinking about the implementation of TELS in terms of: principal leadership, curriculum, educational
policy, teacher learning, student outcomes and financial resources. They seek to improve their own knowledge to support this
reform. The principals organize their ideas around individual school goals and current political issues. Principals prefer
professional development activities that engage them in reviewing curricula and student work with other principals. Based
on the analysis, this study offers guidelines for creating learning opportunities that enhance principals’ leadership abilities
in technology and science reform. |
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| Keywords: | Leadership Curriculum reform Secondary science curriculum Technology |
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