I'm facing the problem now. Only a handful of principals supporting fully the research I am doing on ICT for T&L. 

Thank you so much, for your response, yes this has been a problem to me too.

The uses of information, communication and technology (ICT) will not only enable the students to learn but to also enhance their understanding of the connections between technology, society and the environment. In order to permeate the culture of ICT, teachers should be involved from different grades, staff from all the functional areas, students, parents and community members in the project as a team. The principals’ command of technology is important in making informed technology decisions. A principal who is computer literate is more aware of his staff members’ needs. The principal is responsible for managing the resources necessary for technology integration. Resourceful principals will explore many avenues for acquiring technology resources,including fundraising, government, university’s grant and business partnership.The future use of ICT in schools will be seen as an increasingly common tool for the enhancement of students’ intellect, communication and collaboration.

This is so powerful, thank you very much, Prof Tabish

Managers should have conceptual, technical skills and so on. In case of schools, principals are leaders. Principals have teachers who serve under the leadership of principals. Followers of principlal (Leader) are teachers and other staff. Principlas can have the skills of ICT or they can try to have these skills. In addition, for implementing any useful aspect in organisation, top managerment support is a must. without top management support, ICT cannot be used for teaching and learning in schools. today, ICT become indispensable. Technology is changing day to day. Latest versions of technologies appear daily. Realising these facts, leaders (principals) should thik and act positively for the betterment of quality teaching and learning. 

La integración de las TIC es un problema multifactorial. Comienza en las políticas, se proyecta a través de estrategias y los directivos controlan que se cumplan estas políticas, pero no es solo cuestión de control. Hay que modificar el currículo, hay que capacitar a los profesores, los que deben sentir este cambio como una necesidad. La percepción de utilidad de las tecnologías es imprescindible para que los profesores adopten nuevas prácticas.

Soy del criterio que al profesor hay que darle protagonismo en este proceso y que su trabajo debe ser reconocido, promovido y difundido. No puede haber integración solo adquiriendo nuevas habilidades técnicas, cambiando el entorno de formación. El cambio debe ser profundo y los directivos deben ser los primeros en formarse para este cambio. Muchas veces los jefes de departamento docente no saben usar los servicios educativos disponibles en la universidad, no saben ni siquiera qué controlar. Es más fácil velar porque el profesor acceda al entorno virtual o que cuelgue materiales y se comunique con algunos estudiantes, pero es dificil constatar la novedad educativa, la originalidad en los métodos, etc.

Mi recomendación: que los directivos conozcan en detalle la proyección institucional, que sean abanderados en el uso de las TIC, que velen por la preparación técnica y pedagógica de los profesores y que además propicien la socialización alrededor de las buenas prácticas, la investigación, la participación en eventos, etc. El directivo debe ser el promotor por excelencia del uso innovador de las tecnologías y además emplearlas en su trabajo de gestión.

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This is an authomatic translation:

The integration of ICT is a multifactorial problem. Started in policies, projects and strategies through management control that these policies are met, but it is not just about control. You have to modify the curriculum, we must train the teachers, who must feel this change as a necessity. The perceived usefulness of technology is essential for teachers to adopt new practices.

I am of the opinion that the teacher must be given prominence in this process and that their work should be recognized, promoted and disseminated. There can be only integration acquiring new technical skills, changing the training environment. The change must be deep and managers must be the first to form for this change. Often the heads of department faculty not know how to use the educational services available at the university, do not even know how to control. It is easier to ensure that the teacher accesses the virtual environment or hanging materials and communicate with students, but it is difficult to ascertain the educational novelty, originality in methods, etc..

My recommendation: that managers know in detail the institutional outreach, which are flagged in the use of ICT, to ensure the technical and pedagogical preparation of teachers and also encourage socialization around best practices, research, participation in events, etc.. The manager must be the quintessential promoter innovative use of technologies, and use them in their management work.

Thank you Ariane, I think you have raised important issues regarding the modelling of the principal and the perceived usefulness of TAM

I would suggest you check it my published paper

"Challenges facing school leadership in promoting ICT integration in instruction in the public schools of Bahrain"

You may find something useful in it and it can be downloaded from my ResearchGate page...

Oh here it is. I did not at first realize that it could be attached here...

Article Challenges facing school leadership in promoting ICT integra...

Thank you so much, in-fact I have used it already in my reading. Its powerful indeed.

I found ICT helpful as a principal to develop and monitor budget, the strategic plan, job distribution and the achievement records of learners. This gave me a holistic view of the impact of both human and physical resources on teaching and learning

Thank you so much, Doc, this will also help, particularly from a forma Principal.

ICT expedite  instructional planning on part of the principal in the sense that the monitoring and evaluation of the effectiveness of teaching and learning can be done efficiently . I also recommend the use of ICT for development planning and governance leadership which could impact on the quality of teaching and learning

Thanks Doc

School leaders can (but are not the only) influence on the degree to which digital technologies are deployed in the processes of schooling.

I would suggest that the evidence from the UK case, where vast sums were spent on ICT infrastructure and training, is that school leaders positivity towards digital technologies is only effective when "enthusiasm" is accompanied by a critical understanding of what technology can do - and just as importantly - what it cannot do. In some cases we have seen much enthusiasm (force without direction) lead, perversely, to the promotion of digital technologies in ways which have little impact or, in some cases, have a negative impact. Probably the most effective stance on digital technologies for most school leaders is to be a "techno-agnostic", asking teachers and other decision makers in the school "what problems do we have to which technology might be the answer?" and "If we implement this technology - what might the unforeseen negative consequences be and how might we avoid them?" As such the role of the school leader in terms of technology is largely a pragmatic, critical and facilitative one rather than a technical one. In the UK we tended, through having a major focus on the use of ICT, to create a polarisation of "technophobe" and "technophile" school leaders with neither really being appropriate.

Another issue is the degree to which the school leader has the scope to change the nature of the function and processes of teaching and learning.

Where school leaders operate within tight, top-down, policy frameworks then the deployment of technology is largely limited to "doing what we do now - but better - with digital technologies".

Where there is far more flexibility school leaders can seek to deploy the affordances of emerging technologies to their full.

This is why, contrary to assumptions based on access to money and hardware, less economically developed nations have more scope to "transform" education than more tightly controlled "developed" nations.

Andrian, I strongly agree with you and my agreement is driven by my conclusion that leadership does not reside in an individual but in the relationships between individuals, and it is orientated towards social vision and change  as argued by Hellen Gunter ( 2001).

The problem must be viewed with a multifactorial approach.

I think there are analyzes related to this important question in the following works:

Chapter Quality of life and education in the knowledge society

Article Etología humana y Educación. El nexo teórico omitido. Human ...

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