In partial fulfillment for the requirements in EMGT 335

Educational Technology and Innovative Systems in Administration and Supervision

Comparison of the Research Round Up “The Principal as a

Technology Leader” with the Local Setting

Submitted by:

Ma. Theresa F. Alano

Submitted to:

Dr. Liza C. Costa

September 21, 2019

Compare the points emphasized in the article to the scenarios in our local setting.

There is no doubt that school leaders play a vital role in the integration and

adoption of technology in schools. But as Theodore Cleighton claimed, it is quite true that

principals see technology as hardware or software, rather than as an instrument to

restructure and strengthen education because of the fact that they themselves are not

fully aware of the extensive capability of technology and computers in the teaching and

learning process. This is so because, they are much focused on school administration,

per se, and there are only a few experts in technology among school leaders.

While is it is also true that they should look beyond the “boxes and wires” glitz of

computer lab and sleek websites, there is really not much to look into in because of the

very limited number of technological tools, hardware and software, available among

schools.

Effective staff development is indeed crucial to integrating technology as Creighton

also emphasized. School leaders should also make sure that every teacher is involved

during the planning stage to avoid any resistance to any form of technological integration

and advancement in the teaching and learning process. But in the local setting, any

technological integration was directly given to the District and School ICT Coordinator

(teachers) by the Division ICT Section rather than on the school leaders first. This

process, sometimes, makes it difficult for the ICT coordinators/teachers to give direct

instructions to her other co-teachers or even the school leaders about this technological

advancement because it works the other way around. And because also of the fact, that

the school leader has no clear grasp of the said advancement because he does not
receive the first hand information about it unless otherwise it is given through a Division

Memorandum.

Whitehead et.al suggested ways on how to help school leaders to integrate technology

in the curriculum which is in the following components:

1. Leadership and planning. School leaders need to anticipate on the extent on how

the teachers and pupils will be affected by technology and to properly establish

suitable support structures.

This is very essential to be able to come up with a working and realistic plan and

be able to provide the necessary support needed in the technology

implementation. But establishment of any support structure will be limited to by the

availability of financial resources.

2. Staff development. It is true in the field that most teachers are not properly trained

for implementing computers in the classroom. They are limited to using in

presentation of lesson using in slide decks and viewing of lesson videos where in

fact, the use of computer technology is really more than that. Its usage is not

maximized because they are not trained on various ways on how they can

integrate them in everyday lessons and in the curriculum, as a whole.

But then again, due to limited financial resources, school leaders cannot

afford to send their teachers to ICT trainings that will capacitate them in using

technology. Teachers are limited to attending free municipal and division seminars

that are not really that extensive in nature.

 School learning action cells focusing on technology may also be conducted,

but only if there is an expert among the school personnel which is not also true

among quite a number of schools.

3. Community awareness. We cannot deny the fact that the community also play an

essential role in providing support even financial to the school programs and

activities. Engaging them in any technological endeavor will really improve

chances of their financial and moral support. There are even instances, that

community – LGUs and NGOS provide the best technological tools to schools.

4. Financial Management. Even if there is limited financial resources, it is essential

to allot a certain slice of the budget to technology because of the fact that pupils

nowadays learn best if we adapt the teaching and learning process within their

expertise which is technology.

In the local setting, school leaders are trying their best to provide at least a

LED television and a projector in every classroom since the laptops used by the

teachers are their personal property.

5. Evaluation and assessment. Any form of plan needs to be monitored, evaluated,

and assessed that is why school leaders should have an effective and working

mechanism to do so.

In schools, there is also an existing mode of mechanism though it is not

perfectly crafted and still needs to be further improved so as to measure what

needs to be measured and evaluated what needs to be evaluated, which is the

efficiency of using technology in improving the teaching and learning process in

relation to pupils’ achievement.

 According to Kelley et al, the ideal ratio of computer to students is 1:5, which

is the saddest reality in our educational system. Most schools only have one to two

or even no computers available for the pupils to use.

Finally, in technological integration one of the main constraints and the

problem of school leaders is the limited and lack of available technological tools,

both hardware and software, and the unavailable financial resources. Most

teachers have cited the lack of universal access as a major barrier to technology

integration (Kelley, 2002), and this is also true in our schools today.