The Critical Role of Leadership for Education Transformation with Successful Technology Implementation

  • Martina A. RothEmail author
  • Jon K. Price
Part of the Lecture Notes in Educational Technology book series (LNET)


The attention governments around the world pay to education illustrates a powerful key to unlocking socioeconomic opportunity and building a foundation for a successful future, provided it offers equal access for quality education for all, anytime, anywhere, just in time, and it prepares future generations with qualified teachers and a learning environment to succeed in the knowledge economy, thus contributing to national competitiveness and global citizenship. Access and Quality Education for All is a major challenge for governments worldwide and requires strong leadership at the national (government), regional, school, and classroom level, embedded in a system wide approach of education transformation, enhanced by utilizing public private partnerships. The Intel Education Transformation Model is a proven model implemented around the globe. Grounded in research, this model provides a holistic framework that encompasses seven essential, interdependent vectors: Leadership, Policy, Teacher Professional Learning, Curriculum and Assessment, Information and Communications Technology (ICT), Sustainable Resourcing, and Research and Evaluation. The model reflects evidence-based best practices that have emerged from Intel’s collaborations with governments and school systems in more than 100 countries desiring to advance their education systems and improve student learning with effective use of new technology. Using this model, stakeholders can address the practicalities of resource allocation, motivation, and learning progress. A meta-analysis of multiple evaluation reports and studies describe Intel’s process of applying a strategic professional development seminar for school leaders and discuss the systemic factors associated with understanding classroom level change. A synthesis of these studies illustrate the effectiveness and impact of the Intel Teach Leadership Forums in informing and supporting school leaders, as well as the role of school leaders in the successful implementation of Intel Teach and Learning courses in their school and the implementation of the training strategies following the course. Results from deployment research and Leadership Forum participant survey and interview data provide evidence of immediate outcomes and longer term impact of professional development  courses for leaders, such as increased support through funding, time release, priority status, interest, and involvement. In addition, findings from these studies highlight the impact that leadership has in facilitating whole school change toward effective technology use across the curriculum.


Leadership and Policy Education Transformation Systemic change Teacher Professional Learning Curriculum and Assessment ICT- Information and Communication Technology Research and Evaluation 


  1. Chatterjee, J., Patil, L., Light D., Momoh, L., & Pierson, E. (2014). Guiding principles for the design and implementation of elearning initiatives: A synthesis from nine implementations worldwide. Santa Clara, CA: Education Transformation Research Report, Intel Corporation. Retrieved from:
  2. Cohen, D. K., Raudenbush, S. W., & Ball, D. L. (2003). Resources, instruction, and research. Educational Evaluation and Policy Analysis, 25(119–142), 124.Google Scholar
  3. Darling-Hammond, L., LaPointe, M., Meyerson, D., Orr. M. T., & Cohen, C. (2007). Preparing school leaders for a changing world: Lessons from exemplary leadership development programs. Stanford, CA: Stanford University, Stanford Educational Leadership Institute. Retrieved from:
  4. Fullan, M., & Hargraves, A. (1996). What’s worth fighting for in your school?. New York: Teachers College Press.Google Scholar
  5. Hightower, A. M., Delgado, R. C., Lloyd, S. C., Wittenstein, R., Sellers, K., & Swanson, C. B., (2011). Improving student learning by supporting quality teaching: Key issues, effective strategies. [Special Issue]. Education Week, Dec. 2011. Retrieved from:
  6. Hinostroza, J. E. (2014). Intel education transformation policy guide. Santa Clara, CA: Intel Corporation.Google Scholar
  7. Intel (2011). Intel Teach Leadership Forum. Retrieved from:
  8. Intel (2012). Case Study: Evaluating Progress and Furthering Success in Macedonia. Retrieved from:
  9. Intel (2015a). Intel Education Transformation. Retrieved from:
  10. Intel (2015b). Intel Education: Advancing Education and Empowering Young Innovators Worldwide. News Fact Sheet. Retrieved from:
  11. Johnson, S. M., Berg, J. H., & Donaldson, M. L. (2005, February). Who stays in teaching and why? A review of the literature on teacher retention. Cambridge, MA: The Project on the Next Generation of Teachers, Harvard Graduate School of Education.Google Scholar
  12. Johnson, S. M., Kardos, S. M., Kauffman, D., Liu, E., & Donaldson, M. L. (2004, October 29). The support gap: New teachers’ early experiences in high-income and low-income schools. Education Policy Analysis Archives, 12(61). Retrieved May 15, 2011, from
  13. Kozma, R. B. (Ed.). (2003). Technology, innovation, and educational change: A global perspective. Eugene, OR: International Society for Technology in Education.Google Scholar
  14. Light, D., Strother, S., & Polin, D. (2009). Emerging changes in ICT-rich learning environments: The Intel® Teach Essentials Course and changing teacher practice in India, Turkey, and Chile. New York, NY: Center for Children and Technology Education Development Center, Inc.Google Scholar
  15. Michalchik, V., Light, D., Price, J. (2009). The Role of Program Evaluation in Intel® Corporate Educational Philanthropy. Unpublished manuscript, Menlo Park, CA.Google Scholar
  16. Oakley, C. (2010). The role of leadership in the successful implementation of intel teach programs. Victoria, Australia: Deakin University Centre for Partnerships and Projects in Education.Google Scholar
  17. OECD (2013). PISA 2012 Results: What Makes Schools Successful? Resources, Policies and Practices (Volume IV), PISA, OECD Publishing. Retrieved from:
  18. Patil, L., Thomas, S., Michalchik, V., & Moorthy, S. (2014). Intel education research on technology adoption in large-scale deployments: Guiding eLearning from vision to practice. Santa Clara, CA: Intel Corporation. Retrieved from:
  19. Price, J, & Roth, M. (2010). Evaluating effective teaching and learning within complex levels of interaction. In Proceedings of the Global Learn Asia Pacific 2010—Global Conference on Learning and Technology. Penang, Malaysia, May 17–20, 2010.Google Scholar
  20. Wexler, D., Pasnik, S., & Culp, K. (2005). Formative evaluation of the intel® teach to the future leadership forums. New York: EDC/Center for Children and Technology.Google Scholar
  21. Zhang, M., Jian, M., Li, J., Zhu, Y., Li, R., Pan, Y., & Xiao, Y. (2013). Shanghai evaluation program for intel education technology integration research (p. 99). Shanghai: Intel.Google Scholar

Copyright information

© Springer-Verlag Berlin Heidelberg 2016

Authors and Affiliations

  1. 1.Intel GmbHFeldkirchen/bei MünchenGermany
  2. 2.Intel CorporationRio RanchoUSA

Personalised recommendations