This qualitative study included a series of formal interviews and focus groups conducted across an elementary school district to examine the connection between transformational leadership and transformational teaching and learning in their 1:1 iPad initiative. The study examined the characteristics of transformational leadership defined as 1) vision and sense of purpose, 2) systems for professional learning and 3) reciprocal accountability for student outcomes. Findings indicate the existence of transformational teaching practices are connected to transformational teaching and learning. To effectively integrate mobile technology it is necessary to examine the contexts that exist to support the changing role of the teacher necessary to achieve desired outcomes for students.
ICT role in 21st century education and it's challenges.
The Impact of Leadership on Transforming Traditional Classrooms
1. THE IMPACT OF LEADERSHIP ON
TRANSFORMING TRADITIONAL CLASSROOMS
Kathryn Martin, PhD: Associate Director of Professional Learning
martin@sandiego.edu/@KatieMTLC
Andria Shook, PhD: Research Associate
ashook@sandiego.edu/@Andria_Shook
2. United States Public School System
• United States Department of Education
– Decentralized: Supports states to ensure equal
access
– Provides financial assistance
– Approximately 49.5 million K-12 students
• State- Governed
– Standards, curriculum, funding, etc.
– States comprised of school districts
3. Southern California School
District Background
• Highly Resourced K-6 school
district
• Six schools: 3000 students
• Approximately 500
iPad/iPods sporadically
deployed in 2011-2012
• All classrooms had an
iPad/teacher & apple TV
• Teachers participating in
technology pilot received
Professional Development
4. Research Questions
• How does site based leadership impact
the implementation of a 1:1 district
initiative to integrate technology?
• What are the key factors that influence the
transformation of learning and teaching?
5. Methodology
Qualitative Interviews & Focus Groups
Spring 2013
District Instructional Service Team Members
Principal
Interview
Principal
Interview
Principal
Interview
Principal
Interview
Principal
Interview
Principal
Interview
Teacher
Focus Group
Teacher
Focus Group
Teacher
Focus Group
6. Transformational Leadership
• VISION Empowering & inspiring followers to achieve
success, & lead with vision, confidence, and a greater
sense of purpose.
• CULTURE OF LEARNING: Providing opportunities for
continuous learning that are cyclical, participatory &
reflective.
• RECIPROCAL ACCOUNTABILITY: Developing a systems
to ensure instructional decisions have the desired impact
on teaching and learning.
7. To effectively integrate technology, teachers
must shift from transmitters of knowledge
to:
1.Designers of powerful learning experiences
2.Sources of human, social, and decisional
capital in the learning experience
3.Partners in learning with students,
accelerated by technology
Fullan & Langworthy, 2013
12. Perceptions of learning and teaching with
technology differed across schools based on:
– school leadership’s clarity and communication
of the vision
– expectations for the transformation of
teaching and learning
– culture of learning
– access to technology
– the systems for support, professional learning,
and accountability
13. Considerations for Future Research
• Scalability of findings
• The role of the leaders in
– Centralized vs decentralized systems
– Small vs large districts
• Professional learning and support that
impacts technology integration for leaders
and teachers
Hinweis der Redaktion
The MTLC is a university-based research center that fuels innovation in K-12 Education in the United States. Our team uses a comprehensive approach to identify best practices, build capacity and improve student outcomes through research and evaluation, strategic direction, and professional learning.
(1,028 districts in CA)
However, only three of the six schools in the district participated in focus groups. Each focus group included two or three teachers with a total of eight teacher participants. In sum, there were three sets of data: 1) interviews with the district’s instructional services team members, 2) interviews with each principal, and 3) focus groups with teachers from three participating school sites.
The goal of the focus groups was to understand teachers’ perspective of the vision, the support they received and the level of use of technology in the classroom.