Abstract
This paper uses a grounded theory approach to derive key findings from 12 empirical studies on technology leadership. Roles of technology leaders were identified and categorized into four main areas of change: infrastructural, organizational structure and policy, pedagogical, and cultural change. Relationships between technology leadership and other factors were reported: School technology leadership is a strong predictor of the level of technology use in schools; the cultural and structural characteristics of schools could affect the level of computer use in classrooms; and transformational leadership is correlated with the principal’s ICT competencies. Issues related to technology leadership and recommendations for future research are discussed.
Keywords
School technology leadership, review, empirical research.