Abstract
This study explores the impact of technology leadership in Jamaican High Schools during and after the COVID-19 pandemic. Technology leaders' skills, knowledge and competence are investigated to ascertain their impact on the adoption and integration of digital tools among teachers in the classroom. The study also explores the roles of teachers as leaders who exhibit characteristics of leadership styles, particularly transformational and transactional. In addition, it explores teachers' influence as instructional leaders to ensure digital tool applicability within the curriculum. Though technology leadership appears a crucial factor for adopting and integrating digital tools in schools, more research is needed around technology leadership in schools.The research adopts Vygotsky's sociocultural theory of cognitive development and constructivism as theoretical frameworks for implementing digital tools in Jamaica's education system. This research was undertaken using a mixed-method approach, and the participants were pre-service and in-service teachers with knowledge and experience using digital tools for classroom engagement. A total of 74 questionnaires were received from pre-service teachers, and an equal number was received from in-service teachers, totalling 148 questionnaires for the quantitative data collection. Structured questionnaire surveys were adopted to collect quantitative data, while interviews with seven participants were used to collect qualitative data.
The study concludes that technology leadership is imperative in effectively adopting and integrating digital tools into classrooms. Further, teachers were more likely to embrace technology as a valuable teaching tool when instructional leaders actively advocated for its usage, provided relevant professional development opportunities, and provided ongoing support. Poor leadership, a lack of training, resources and infrastructure, politics, attitude, culture, nepotism, and the Ministry of Education and Youth influenced technology adoption. Several recommendations are provided when integrating and adopting digital tools for classroom engagement.
| Date of Award | 4 Oct 2024 |
|---|---|
| Original language | English |
| Supervisor | Andrew Youde (Main Supervisor) & Helen Jones (Co-Supervisor) |