Escolar Documentos
Profissional Documentos
Cultura Documentos
Submitted by:
Submitted to:
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
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.
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
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
This is very essential to be able to come up with a working and realistic plan and
2. Staff development. It is true in the field that most teachers are not properly trained
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
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
but only if there is an expert among the school personnel which is not also true
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
chances of their financial and moral support. There are even instances, that
community – LGUs and NGOS provide the best technological tools to schools.
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
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
and assessed that is why school leaders should have an effective and working
mechanism to do so.
is the saddest reality in our educational system. Most schools only have one to two
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.