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Principal Leadership for Technology-enhanced Learning in Science

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Abstract

Reforms such as technology-enhanced instruction require principal leadership. Yet, many principals report that they need help to guide implementation of science and technology reforms. We identify strategies for helping principals provide this leadership. A two-phase design is employed. In the first phase we elicit principals’ varied ideas about the Technology-enhanced Learning in Science (TELS) curriculum materials being implemented by teachers in their schools, and in the second phase we engage principals in a leadership workshop designed based on the ideas they generated. Analysis uses an emergent coding scheme to categorize principals’ ideas, and a knowledge integration framework to capture the development of these ideas. The analysis suggests that principals frame their thinking about the implementation of TELS in terms of: principal leadership, curriculum, educational policy, teacher learning, student outcomes and financial resources. They seek to improve their own knowledge to support this reform. The principals organize their ideas around individual school goals and current political issues. Principals prefer professional development activities that engage them in reviewing curricula and student work with other principals. Based on the analysis, this study offers guidelines for creating learning opportunities that enhance principals’ leadership abilities in technology and science reform.

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Acknowledgements

This material is based upon work supported by the National Science Foundation (NSF) grant 2611570, Center for Learning and Teaching on Technology Enhanced Learning in Science (TELS). Any opinions, findings and conclusions or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of the NSF.

The authors appreciate the helpful comments from reviewers of the Technology-Enhanced Learning in Science research group and anonymous reviewers. We appreciate [the support of the principals who participated in this study], and the help from Jon Breitbart, David Crowell and Chris Harrison in preparation of this manuscript.

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Authors and Affiliations

  1. Mills College, School of Education, 5000 Macarthur Blvd, Oakland, CA, 94613, USA

    Libby F. Gerard & Jane B. Bowyer

  2. Graduate School of Education, University of California at Berkeley, Berkeley, CA, USA

    Marcia C. Linn

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  1. Libby F. Gerard
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  2. Jane B. Bowyer
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  3. Marcia C. Linn
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Correspondence to Libby F. Gerard.

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Gerard, L.F., Bowyer, J.B. & Linn, M.C. Principal Leadership for Technology-enhanced Learning in Science. J Sci Educ Technol 17, 1–18 (2008). https://doi.org/10.1007/s10956-007-9070-6

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