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    Ways in which middle leaders support teachers in integrating digital technology

    Haycock, Linda

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    Date
    2017
    Citation:
    Haycock, L. (2017). Ways in which middle leaders support teachers in integrating digital technology (Unpublished document submitted in partial fulfilment of the requirements for the degree of Master of Educational Leadership and Management). Unitec Institute of Technology, Auckland, New Zealand. Retrieved from https://hdl.handle.net/10652/4688
    Permanent link to Research Bank record:
    https://hdl.handle.net/10652/4688
    Abstract
    RESEARCH QUESTIONS: • What are teachers’ perceptions of how they are supported to implement pedagogies for integrating digital technology? • What are the challenges faced by teachers with the introduction of digital technology to the classroom? • What are the challenges faced by middle leaders in managing the changes in pedagogy required by the introduction of digital technology to the classroom? • What strategies are middle leaders using to lead this change? ABSTRACT: The focus of this qualitative study was to investigate strategies middle leaders have used to successfully guide their colleagues in the integration of digital technology into their classrooms to further their pedagogical development towards 21st-century learning. The perceptions of both middle leaders and teachers regarding the support they have received and the challenges they have faced, in implementing the use of digital technologies into their teaching pedagogy were examined. Their perceptions of the resulting challenges in supporting the teachers through these changes, and the successful strategies that have been used to drive change were also sought. Semi-structured interviews with middle leaders and teachers highlighted a number of challenges they have faced; however, these also elicited a few successful strategies. The findings that have emerged from this study include the issues of access to digital technology encompassing problems with students not bringing devices, and infrastructure and equity for both students of low socioeconomic families and low decile schools. Ideas around a lack of teacher understanding of 21st-century learning and their consequent resistance to change were expressed, and finally, the need for senior and middle leadership that provides a clear vision which is inclusive and collaborative.
    Keywords:
    Auckland (N.Z.), secondary teachers, digital literacy, teacher development, middle level leaders, perceptions, digital curriculum, New Zealand
    ANZSRC Field of Research:
    130313 Teacher Education and Professional Development of Educators, 130306 Educational Technology and Computing
    Degree:
    Master of Educational Leadership and Management, Unitec Institute of Technology
    Supervisors:
    Bassett, Martin; Cardno, Carol
    Copyright Holder:
    Author

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    This digital work is protected by copyright. It may be consulted by you, provided you comply with the provisions of the Act and the following conditions of use. These documents or images may be used for research or private study purposes. Whether they can be used for any other purpose depends upon the Copyright Notice above. You will recognise the author's and publishers rights and give due acknowledgement where appropriate.
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    • Education Dissertations and Theses [162]

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