Assessment of Technology Leadership among Malaysian School Heads

Yusri Yusup (Ph.D UKM) Universiti Sains Malaysia Penang

(yusriyp@gmail.com) !

And !

Yusup Hashim (Ph.D Kansas State University) Asia e University Kuala Lumpur

(yusuphas@gmail.com)

7th International Malaysian Educational Technology Convention (IMETC)

Golden Flower Hotel, Bandung Indonesia

16-19 September, 2013

• NETS for teachers, students and administrators were created • These standards are used by schools to assess technology

activities

INTRODUCTION 21st century teaching needs technology skills to facilitate and maximize teaching and learning (Refer TPACK framework, Mishra & Kohler, 2008)

NETS-A are adopted by ISTE (International Society for Technology in Education)

NETS-A for school administrators were developed by TSSA (Technology Standards for School Administrators, 2002) and later updated in 2008 to fit the Digital Age(Larson, et al, 2008)

NETS-A (2002) identified 6 dimensions or standards:

School heads ensure:

1. Leadership and Vision: Technology Plan for technology integration

2. Learning and Teaching: Curricular design, instructional strategies, and learning environments integrate appropriate technologies to maximize T and L

3. Productivity and Professional Practice: Apply technology to enhance their professional practice.

4. Support, Management and Operations: Support productive systems for learning and administration.

5. Assessment and Evaluation: Plan and implement comprehensive systems of effective assessment and evaluation.

6. Social, Legal and Ethical Issue: Understand the social, legal, and ethical issues related to technology use.

 

To report and share a study done on educational technology leadership and management among school heads in Malaysian schools based on NETS-A

Purpose of this presentation paper

1. To measure the tendencies and technology leadership activities based on NETS.

2. To determine the highest and lowest standards in NETS.

3. To compare NETS of rural and urban schools. 4. To compare NETS of secondary and primary

schools.

Objectives of Study

Instrument:

!• NETS for School administrators • Thirty five survey questions adapted from Principal Technology

Leadership Assessment (PTLA) designed by CASTLE.

Sample (n=120)

School Heads Number

Principal (Secondary)

58

Headmasters 62Total 120

School Location Number

Rural 50

Urban 70

Total 120

• Positive numbers indicate strength or frequent technology activities

• Negative numbers represents poor performance or need attention

• Lower or negative bars represent school heads’ personal knowledge, skill, and/or level of interest/lack of opportunity for involvement.

Use Likert scale: 1(Low) – 5 (High)Adapted to -2 to + 2 (-2, -1, 0, 1 and 2).

RESULTS OF STUDY

Fig.1: Overall NETS Performance for School Administrators (n=120)

Teaching and Learning standard has the highest score (0.98) Social, Legal and Ethical Issues has the lowest score (0.38).

1 2 345 6

Fig. 2: Rural Schools NETS-A Performance (n=120)

Fig. 3: Urban Schools Heads NETS-A Performance (n=120)

Fig. 2: Rural School Heads NETS-A Performance (n=120)

• Rural school heads outperformed urban school heads in every standard. !• In Teaching and Learning rural school heads performed better (1.05) than urban school

heads (0.87)

Fig. 3: Urban Schools Heads NETS-A Performance (n=120)

Fig. 4: Primary School Heads NETS-A performance

Fig. 5: Secondary School Heads NETS-A performance

Fig. 4: Primary School Heads NETS-A Performance (n=120)

Fig. 5: Secondary School Heads NETS-A Performance (n=120)

• Primary school heads outperformed secondary school heads in every standard.

!• In Teaching and Learning Rural school heads performed better (1.04) than

urban school heads (0.9)

DISCUSSIONS/RECOMMENDATIONS

School heads need to:

• understand the social, legal, and ethical issues on technology use (Social Dimension)

• have clear vision and technology plan to integrate educational technology (Vision and Leadership Dimension)

• plan and implement comprehensive systems of effective assessment and evaluation (Assessment and Evaluation)

• attend training on the technology integration to support productive systems for learning and administration (Management).

Recommendations

• Why do rural schools and primary school heads perform better than urban and secondary school heads?

• Do these findings imply that: • Rural schools heads (Principals and headmasters)

have better ICT skills • Primary school heads (Rural and urban headmasters)

have better ICT skills • Perhaps a study need to identify and compare the

ICT and pedagogy skills among school heads

DISCUSSIONS

THANK YOU

Pengetua dan Guru Besar luar bandar (70.6%)

Pengetua dan Guru Besar (Bandar) (81.4%)

Sambung

Kompetensi antara bandar dan luar bandar:

Guru Besar bandar dan luar bandar (79.3%)

Pengetua bandar dan luar bandar (73.9%)

Sambung

Kompetensi antara pengetua dan guru besar:

THANK YOU