Skip to main content
SpringerLink
Log in

How Do Transformational Principals View ICT as a Means for Promoting Educational Innovations? A Descriptive Case Study Focusing on Twenty-First Century Skills

  • Chapter
  • First Online:
Research on e-Learning and ICT in Education

Abstract

Reforming education through technology has been notoriously hard. More often than not, technology is used to sustain existing practices rather than innovating them. School administrators can play a critical role in this regard because they can facilitate innovation. More specifically transformational leadership among principals has been conductive to a more qualitative use of technology in education. To date, however, how transformational leaders themselves view technology-based educational innovation has not been explored. The present study focused on 15 transformational principals in Greece and examined (a) how they view educational innovation and (b) how they perceive ICT use in their school as a means to support educational innovation. The findings indicate that the transformational principals hold views that are favorable to innovation and ICT use for promoting innovation. However, the systematic clustering of their responses suggested that they adopt a very specific conception of ICT-based innovation that can be quite limited in its scope. We conclude with a discussion of the implications that the findings have for promoting educational innovation through technology.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution
Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 84.99
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD 109.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info
Hardcover Book
USD 109.99
Price excludes VAT (USA)
  • Durable hardcover edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

References

  • Ananiadou, K., & Claro, M. (2009). 21st century skills and competences for new millennium learners in OECD countries. In OECD Education Working Papers, 41. OECD Publishing.

    Google Scholar 

  • Anderson, R., & Dexter, S. (2005). School technology leadership: An empirical investigation of prevalence and effect. Education Administration Quarterly, 41(1), 49–82.

    Article  Google Scholar 

  • Bass, B. M. (1990). From transactional to transformational leadership: Learning to share the vision. Organizational Dynamics, 18(3), 19–31.

    Article  Google Scholar 

  • Bass, B. M., & Avolio, B. J. (1993). Transformational leadership and organizational culture. Public Administration Quarterly, 17, 112–121.

    Google Scholar 

  • Binkley, M., Erstad, O., Herman, J., Raizen, S., Ripley, M., Miller-Ricci, M., et al. (2012). Defining twenty-first century skills. In Assessment and teaching of 21st century skills (pp. 17–66). Dordrecht: Springer.

    Chapter  Google Scholar 

  • Brody, C. M., & Davidson, N. (1998). Introduction: Professional development and cooperative learning. In C. M. Brody & N. Dnidson (Eds.), Professional development for cooperative learning-issues and approaches. Albany, NY: State University of NY Press.

    Google Scholar 

  • Chi, M. T. (1997). Quantifying qualitative analyses of verbal data: A practical guide. The Journal of the Learning Sciences, 6(3), 271–315.

    Article  Google Scholar 

  • Cuban, L. (2013). Inside the black box of classroom practice: Change without reform in American education. Cambridge, MA: Harvard University Press.

    Google Scholar 

  • Dede, C. (2009). Comparing frameworks for “21st century skills”. Retrieved January 15, 2017, from http://www.watertown.k12.ma.us/dept/ed_tech/research/pdf/ChrisDede.pdf

  • Developing key competences at school in Europe. (2012). Retrieved January 15, 2017, from http://eacea.ec.europa.eu/education/eurydice/documents/thematic_reports/145EN.pdf

  • Donnelly, D., McGarr, O., & O’Reilly, J. (2011). A framework for teachers’ integration of ICT into their classroom practice. Computers & Education, 57(2), 1469–1483.

    Article  Google Scholar 

  • Evans, R. (1996). The human side of school change. San Fransisco: Jossey-Bass.

    Google Scholar 

  • Goldring, E., Huff, J., May, H., & Camburn, E. (2008). School context and individual characteristics: What influences principal practice? Journal of Educational Administration, 46(3), 332–352.

    Article  Google Scholar 

  • Gray, L., Thomas, N., & Lewis, L. (2010). Teachers’ use of educational technology in US public schools: 2009. First look. NCES 2010-040. Washington, DC: National Center for Education Statistics.

    Google Scholar 

  • Halász, G., & Michel, A. (2011). Key competences in Europe: Interpretation, policy formulation and implementation. European Journal of Education, 46(3), 289–306.

    Article  Google Scholar 

  • Hall, G., & Hord, S. (2001). Implementing change: Patterns, principles and pothole. Boston: Allyn & Bacon.

    Google Scholar 

  • Hallinger, P., & Heck, R. H. (1996). Reassessing the principal’s role in effectiveness: A review of empirical research, 1980–1995. Educational Administration Quarterly, 32(1), 5–44.

    Article  Google Scholar 

  • Hallinger, P., & Murphy, J. F. (2013). Running on empty? Finding the time and capacity to lead learning. NASSP Bulletin, 97(1), 5–21.

    Article  Google Scholar 

  • Hayes, D. (2007). ICT and learning: Lessons from Australian classrooms. Computers & Education, 49(2), 385–395.

    Article  Google Scholar 

  • Hermans, R., Tondeur, J., van Braak, J., & Valcke, M. (2008). The impact of primary school teachers’ educational beliefs on the classroom use of computers. Computers & Education, 51(4), 1499–1509.

    Article  Google Scholar 

  • Hiatt-Michael, D. B. (2001). Schools as learning communities: A vision for organic school reform. School Community Journal, 11(2), 113–127.

    Google Scholar 

  • Hinostroza, J. E., Labbé, C., Brun, M., & Matamala, C. (2011). Teaching and learning activities in Chilean classrooms: Is ICT making a difference? Computers & Education, 57(1), 1358–1367.

    Article  Google Scholar 

  • Hoy, W. K., & Miskel, C. G. (2005). Educational administration. Theory, research and practice. New York: McGaw-Hill.

    Google Scholar 

  • Ilomaki, L., Lakkala, M., & Lehtinen, E. (2004). A case study of ICT adoption within a teacher community at a Finish lower secondary school. Education, Communication & Information, 14(1), 53–69.

    Article  Google Scholar 

  • Jonassen, D. H. (2008). Meaningful learning with technology. Upper Saddle River: Prentice Hall.

    Google Scholar 

  • Karasavvidis, I., & Kollias, V. (2014). Technology integration in the most favorable conditions: Findings from a professional development training program. In Research on e-learning and ICT in education (pp. 197–224). New York: Springer.

    Google Scholar 

  • Karasavvidis, I., & Kollias, V. (2017). Understanding technology integration failures in education: The need for zero-order barriers. In Reforms and innovation in education (pp. 99–126). Cham: Springer.

    Chapter  Google Scholar 

  • Krippendorff, K. (1989). Content analysis. In E. Barnouw, G. Gerbner, W. Schramm, T. L. Worth, & L. Gross (Eds.), International encyclopedia of communication (Vol. 1, pp. 403–407). New York: Oxford University Press.

    Google Scholar 

  • Kurland, H., Peretz, H., & Hertz-Lazarowitz, R. (2010). Leadership style and organizational learning: The mediate effect of school vision. Journal of Educational Administration, 48(1), 7–30.

    Article  Google Scholar 

  • Law, N. (2008). Summary and reflections. In N. Law, W. J. Pelgrum, & T. Plomp (Eds.), Pedagogy and ICT use in schools around the world: Findings from the IEA SITES 2006 study (pp. 263–277). Dordrecht: Springer.

    Chapter  Google Scholar 

  • Law, N., & Chow, A. (2008). Teacher characteristics, contextual factors, and how these affect the pedagogical use of ICT. In N. Law, W. J. Pelgrum, & T. Plomp (Eds.), Pedagogy and ICT use in schools around the world: Findings from the IEA SITES 2006 study (pp. 181–219). Kowloon Bay: Springer, Comparative Education Research Centre.

    Chapter  Google Scholar 

  • Leithwood, K., & Jantzi, D. (2000). The effects of transformational leadership on organizational conditions and student engagement in school. Journal of Educational Administration, 38, 112–129.

    Article  Google Scholar 

  • Li, Q. (2007). Student and teacher views about technology: A tale of two cities? Journal of Research on Technology in Education, 39(4), 377–397.

    Article  Google Scholar 

  • Liu, S.-H. (2011). Factors related to pedagogical beliefs of teachers and technology integration. Computers & Education, 56, 1012–1022.

    Article  Google Scholar 

  • Miller, T. W., & Miller, J. M. (2001). Educational leadership in the new millennium: A vision for 2020. International Journal of Leadership in Education, 4(2), 181–189.

    Article  Google Scholar 

  • Muijs, D., Harris, A., Lumby, J., Morrison, M., & Sood, K. (2006). Leadership and leadership development in highly effective further education providers. Is there a relationship? Journal of Further and Higher Education, 30(1), 87–106.

    Article  Google Scholar 

  • Partnership for 21st Century Skills. A report and mile guide for 21st century skills. Retrieved January 15, 2017., from http://www.p21.org/storage/documents/P21_Report.pdf

  • Pashiardis, P. (2013). Modeling school leadership across Europe: In search of new frontiers. Berlin: Springer Science & Business Media.

    Google Scholar 

  • Perrotta, C. (2013). Do school-level factors influence the educational benefits of digital technology? A critical analysis of teachers’ perceptions. British Journal of Educational Technology, 44(2), 314–327.

    Article  Google Scholar 

  • Player-Koro, C. (2012). Factors influencing teachers’ use of ICT in education. Education Inquiry, 3(1), 93–108.

    Article  Google Scholar 

  • Robinson, K. (2006). Do schools kill creativity? Ted Talks. Retrieved November 10, 2017, from http://www.ted.com/index.php/talks/view/id/66

  • Ross, J., McCraw, T., & Burdette, K. (2001). Toward an effective use of technology in education: A summary of research. Charleston: Institute for the Advancement of Emerging Techonologies in Education at AEL.

    Google Scholar 

  • Sarason, S. (1996). Revisiting: The culture of the school and the problem of change. Boston: Allyn and Bacon.

    Google Scholar 

  • Schiller, J. (2003). Working with ICT, perceptions of Australian principals. Journal of Educational Administration, 41(2), 171–185.

    Article  Google Scholar 

  • Senge, P., McCabe, N., Lucas, T., Smith, B., Dutton, J., & Kleiner, A. (2000). Schools that learn: A fifth discipline resource. Nova Iorque: Doubleday Dell Publishing Group.

    Google Scholar 

  • Theofilidis, Ch. (2012). Σχολική ηγεσία και διοίκηση. Από τη γραφειοκρατία στην Μετασχηματιστική ηγεσία [School Leadership and Administration. From bureaucracy to transformational leadership]. Athens: Grigoris.

    Google Scholar 

  • Thoma, Karafotia, & Tzovla. (2016). Ανάπτυξη δεξιοτήτων 21ου αιώνα [The development of 21st century skills]. Retrieved January 15, 2017, from http://www.teachers4europe.gr/files/t4ekits/Karafotia_Tzovla_Thoma.pdf

  • Tyack, D., & Tobin, W. (1994). The “grammar” of schooling: Why has it been so hard to change? American Educational Research Journal, 31(3), 453–479.

    Article  Google Scholar 

  • UNESCO. (2017). Education for sustainable development goals: Learning objectives. Retrieved January 12, 2017, from http://unesdoc.unesco.org/images/0024/002474/247444e.pdf

  • Van Braak, J., Tondeur, J., & Valcke, M. (2004). Explaining different types of computer use among primary school teachers. European Journal of Psychology of Education, 19(4), 407–422.

    Article  Google Scholar 

  • Ward, L., & Parr, J. M. (2010). Revisiting and reframing use: Implications for the integration of ICT. Computers & Education, 54(1), 113–122.

    Article  Google Scholar 

  • Weng, C. H., & Tang, Y. (2014). The relationship between technology leadership strategies and effectiveness of school administration: An empirical study. Computers & Education, 76, 91–107.

    Article  Google Scholar 

  • Wikan, G., & Molster, T. (2011). Norwegian secondary school teachers and ICT. European Journal of Teacher Education, 34(2), 209–218.

    Article  Google Scholar 

  • Willig, C. (2013). Introducing qualitative research in psychology. McGraw-Hill Education (UK). Developing key competences at school in Europe. Retrieved January 30, 2017, from http://eacea.ec.europa.eu/education/eurydice/documents/thematic_reports/145EN.pdf

  • Wilmore, D., & Betz, M. (2000). Information technology and schools: The principal’s role. Educational Technology & Society, 3(4), 12–19. Retrieved January 1, 2017, from http://ifets.ieee.org/periodical/vol_4_2000/V_4_2000

    Google Scholar 

  • Yee, D. (2001). The many faces of ICT leadership. In B. Barrell (Ed.), Technology, teaching and learning: Issues in the integration of technology (pp. 223–238). Calgary: Detselig.

    Google Scholar 

  • Yukl, G. (2002). Leadership in organizations (5th ed.). Upper Jaddle River, NJ: Prenttice-Hall.

    Google Scholar 

  • Zhao, Y., & Frank, K. A. (2003). Factors affecting technology uses in schools: An ecological perspective. American Educational Research Journal, 40(4), 807–840.

    Article  Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Department of Primary Education, University of Thessaly, Volos, Greece

    Spiridoula Laschou & Vassilis Kollias

  2. Department of Preschool Education, University of Thessaly, Volos, Greece

    Ilias Karasavvidis

Authors
  1. Spiridoula Laschou
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Vassilis Kollias
    View author publications

    You can also search for this author in PubMed Google Scholar

  3. Ilias Karasavvidis
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Vassilis Kollias .

Editor information

Editors and Affiliations

  1. Department of Primary Education, University of Ioannina, Ioannina, Greece

    Tassos Anastasios Mikropoulos

Appendices

Appendix

Demographic Information Questionnaire

  • Gender

  • Age range

  • # of years as educator

  • # of years as principal

  • Education (graduate and post graduate)

  • Further training in educational issues

  • Current number of teaching hours (principals in Greece teach a certain number of hours each week)

Interview Questions

  1. 1.

    How would you describe the effective principal?

    (The question could be further elaborated if needed.) What are the characteristics that you think that a principal should have in order to be effective? Can you give some examples to clarify your answer?

  2. 2.

    There are many proposals for innovative programs for the schools, and each one has some theory that supports it. When you assess the learning gains that such a program will bring to your students, what is it that you mainly look for? How do you decide whether there will be real learning gains for your students?

    (The question could be further elaborated if needed.) Can you give some specific examples of innovations that were realized and you are happy with them and of some others that were realized but you are unhappy about?

  3. 3.

    Principals often develop a common vision for the school that they lead. What is the vision in this school?

    (The question could be further elaborated if needed.) Have you managed to make it real or are there obstacles that have blocked the way?

    Let us suppose that a new teacher comes to the school. Perhaps she does not initially understand the vision of the school, especially that part that deals with the quality of student learning. What do you do, especially if she is a young teacher, so that she comes to accept the school’s vision?

  4. 4.

    Have you ever experienced working in a classroom where your learning ideal has been realized? What are the characteristics (features) of this classroom?

    (Then the following question was asked.) Given your experience with leading the school and with teaching, what are for you the factors that lead to high-quality learning for students?

  5. 5.

    In recent years, ICT use has a central position in education. Do you think that the use of ICT is conductive to better learning? How do you use ICT in supporting learning?

    (They were also asked to give specific examples.)

  6. 6.

    What actions do you take in order to develop better ties with the teachers in the school, the parents, and the local community?

Rights and permissions

Reprints and permissions

Copyright information

© 2018 Springer International Publishing AG, part of Springer Nature

About this chapter

Check for updates. Verify currency and authenticity via CrossMark

Cite this chapter

Laschou, S., Kollias, V., Karasavvidis, I. (2018). How Do Transformational Principals View ICT as a Means for Promoting Educational Innovations? A Descriptive Case Study Focusing on Twenty-First Century Skills. In: Mikropoulos, T. (eds) Research on e-Learning and ICT in Education. Springer, Cham. https://doi.org/10.1007/978-3-319-95059-4_3

Download citation

  • DOI: https://doi.org/10.1007/978-3-319-95059-4_3

  • Published:

  • Publisher Name: Springer, Cham

  • Print ISBN: 978-3-319-95058-7

  • Online ISBN: 978-3-319-95059-4

  • eBook Packages: EducationEducation (R0)

Publish with us

Policies and ethics

Search

Navigation