JOURNAL ARTICLE REVIEW TEMPLATE

North American University

Education Department
M.Ed. in Educational Leadership
EDUC 5321: TECHNOLOGY FOR SCHOOL PRINCIPALS
Name: Kanuni Yilmaz

Date: 8/31/2015

Cite the reviewed article in APA format:

Chang, I-Hua. (2012). The effect of principals' technological leadership on teachers'
technological literacy and teaching effectiveness in Taiwanese elementary. Journal of
Educational Technology & Society, 15(2), 328-340.
INTRODUCTION

Research Questions (if research questions are not specifically mentioned, what is the
theoretical background or overarching theme):
Is there a significant correlation between teachers technological literacy and teaching
effectiveness? Does a principals technological leadership affect teaching effectiveness?
Purpose of the research:
The purpose of this study is to investigate the relationships among principals
technological leadership, teachers technological literacy, and teaching effectiveness of
elementary school. The study also explores the notion that principals technological
leadership, as mediated by teachers technological literacy, can affect teaching
effectiveness.
METHODOLOGY

What is the methodology for the research or approach used to understand the issue?
Provide information regarding the following:
Participants:
The target population consisted of 1,000 teachers randomly selected from 100
elementary schools.

Procedures:
The survey was randomly sent to the Director of Academic Affairs Division of each
elementary school. Then, the Director randomly selected the teachers based on the cover
letter sent to the school. The survey asked teachers to evaluate the principals role in
leading and facilitating technology use, teachers technological literacy and teaching
effectiveness in their schools
Data Collection Methods/Data Source:
The survey asked teachers to evaluate the principals role in leading and facilitating
technology use, teachers technological literacy and teaching effectiveness in their
schools. The respondents in this study were teachers (i.e., tenured teachers, mentor
teachers, teachers serving as administrators and directors) reporting to their principals. To
encourage the return rate, follow up thank you postcards and personal contacts were
made until a satisfactory percentage of participants completed the questionnaire.
Data Analysis:
This research empirically investigated the relationships among principals technological
leadership, teachers technological literacy, and teaching effectiveness and tested the
structural equation model (SEM). SPSS was used to calculate scale reliabilities (the
Cronbachs alpha) and to perform factor analyses. The final SEM model was done with
LISREL.
RESULTS

Findings or Results (or main points of the article):

The parameter estimates for the four constructs (i.e., hardware and software operation;
law and ethics; technological integration; management and assessment) that comprised
teachers technological literacy were significant (.83, .65, .88, and .92). The parameter
estimates for the five constructs (i.e., teaching-material preparation; applications of
teaching skills; classroom management; teaching assessment; and self-efficacy and
belief) that comprised teaching effectiveness were significant (.83, .92, .90, .88, .90). The
principals technological leadership improves teachers technological literacy
development and directly influenced teachers integration of technology into their
teaching practices. Furthermore, teachers technological literacy (LITERACY) directly
affected teaching effectiveness (EFFECTIVE) (.65). Principals technological leadership
also improved teachers teaching effectiveness (.22).
DISCUSSIONS

Conclusions/Implications (for your profession):

As result of this study school leaders technological leadership increases teachers

technological literacy incomparably and teachers are encouraged to integrate technology
into their instruction. In order to improving teachers technological literacy, school has to
develop a long term technology plan with a shared vision and goals. In addition, the
school technology plan must include professional development for schools faculty and
staff and equal opportunity to resources. Finally, schools must periodically evaluate their
school principals technological leadership, teacher technology fluency, professional
development effectiveness and recourses by using in teachers meeting, surveys. In
addition, school should create a technological learning environment; teaching
effectiveness will increase and in turn will improve student performance.
REFLECTIONS
Students Reflections (changes to your understanding; implications for your
school/work):
This study confirmed my understanding the path way of how school leaders improve
students achievement. I have a few items learned from this article and my humble
opinion as follow
-The school leaders lead technology integration in school.
-The school leader creates technological learning environment for teachers.
- My humble opinion for the way to implementing instructional technology in school
must be authentic. I have been observing teachers, school leader, and staff how they
integrating technology in teaching. I have a huge concern the way of implementing
instructional technology in school. In my observation, schools use online or offline
educational recourses such as Study Island, Aleks, Accelerated math and reading for
instructional technology in class. I believe that these programs would improve students
achievement somehow .My hypothesis is if school leaders promote using the technology
in school authentically and provide training that how to use technology in class
authentically will increase students achievement more. In addition students will be more
engaged not bored.