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This study investigated the perceptions of elementary school principals in Virginia in their role as technology leaders during the COVID-19 global pandemic. This study focused on three research questions: 1) What technology leadership requirements did elementary principals feel were emphasized due to the COVID-19 pandemic? 2) What level of support and preparedness did elementary school principals receive for their role as technology leaders during the COVID-19 pandemic? 3) How did elementary school principals adapt their practices and development as technology leaders in response to the COVID-19 pandemic? Invitations to participate were sent to over 600 elementary school principals in Virginia. As part of the study, the researcher interviewed a group of elementary principals (n=12) from several school divisions across the Commonwealth of Virginia. The themes generated from the transcripts of interviews were analyzed to generate findings and implications from the perspectives shared by the participants. The analysis showed that 75% of the participants actively deployed, distributed, and managed 1:1 devices in their building. Concerning preparedness, 91% of the participants reported that they did not feel adequately prepared for their role as technology leaders. However, the pandemic response also made them feel supported by their school division to fulfill the necessary obligations, and less than half (42%) of the participants reported a lack of support. Technology-focused Professional development having more importance than before the pandemic was a perspective shared by 67% of the participants. The majority of participants (58.3%) indicated they placed greater importance on their staff's effective use of technology due to their experiences during COVID-19. Findings suggest that elementary principals embraced their role as technology leaders during the COVID-19 pandemic in the face of not feeling prepared or necessarily knowing how to define technology leadership. The implications of this study could significantly contribute to school leaders, school divisions, and principal preparation program leaders in promoting technology leadership among elementary principals in Virginia. / Doctor of Education / This study investigated the perceptions of elementary school principals in Virginia in their role as technology leaders during the COVID-19 global pandemic. This study focused on three research questions: 1) What technology leadership requirements did elementary principals feel were emphasized due to the COVID-19 pandemic? 2) What level of support and preparedness did elementary school principals receive for their role as technology leaders during the COVID-19 pandemic? 3) How did elementary school principals adapt their practices and development as technology leaders in response to the COVID-19 pandemic? A group of elementary principals (n=12) from several school divisions across the Commonwealth of Virginia participated in the study. The analysis showed that 75% of the participants actively deployed, distributed, and managed 1:1 devices in their building. Concerning preparedness, 91% of the participants reported that they did not feel adequately prepared for their role as technology leaders. Findings suggest that elementary principals embraced their role as technology leaders during the COVID-19 pandemic in the face of not feeling prepared or necessarily knowing how to define technology leadership. The implications of this study could significantly contribute to school leaders, school divisions, and principal preparation program leaders in promoting technology leadership among elementary principals in Virginia.

本研究旨在建構一個符合國內教育現況之國民中小學校長科技領導指標及權重體系，作為校長推動科技領導之參考依據，以提升學校行政效率及教學效能。 本研究以熟悉學校科技領導學理基礎之專家學者、曾撰寫科技領導博碩士論文之研究者及推行學校科技領導之行政人員共計13人做為研究對象。首先依據文獻探討之結果初擬出國民中小學校長科技領導指標並經由兩次德懷術問卷調查建構出國民中小學校長科技領導指標體系，最後再以層級分析法進行相對權重問卷調查，並運用Expert Choice 2000軟體進行統計分析以建立各項指標之權重。 本研究結果所建構出之國民中小學校長科技領導指標及權重體系包含七個層面40項指標。七個層面依其重要性，分別為「科技領導之願景發展與實施」(25.8％)、「學校成員科技知能之訓練與發展」(24.6％)、「支援與管理科技設施」(16.0％)、「整合科技於課程與教學」(13.0％)、「善用人際關係與溝通技巧增進科技使用」(8.6％)、「科技領導之評鑑與研究」(6.4％)、「科技運用之法律與倫理」(5.6％)。最後，依據研究結果，提出具體建議，俾供教育行政機關、國民中小學校長以及後續研究之參考。 / The purpose of this research is to develop performance criteria and their associated priority weights for technology leadership (TL) of elementary and secondary school principals in Taiwan. Following the Delphi method, thirteen experts, including researchers in TL and elementary school administrators who had experience in promoting and implementing technology in education, were selected to answer questionnaires to develop the performance criteria. As a result, seven principal performance criteria for TL were determined, associated with in total forty attributes (subcriteria). Based on the determined performance criteria and attributes, further surveys were conducted, in conjunction with Analytic Hierarchy Process (AHP), to determine the priority weight for each performance criterion and attribute. The performance criteria, in their order of importance, are (i) long term vision of TL development(25.8％); (ii) quality training for non-technical school staff in using technology(24.6％); (iii) provision of technical support(16.0％); (iv) integration of information technology in education(13.0％); (v)interpersonal communication skill in promoting TL(8.6％); (vi) performance evaluation of school staff in adopting technology for teaching(6.4％); and (vii) addressing law and ethics for technology(5.6％). Based on the findings, the author proposes specific suggestions that can be adopted by school principals and school authorities to promote effective use of technology in education.

Researchers found that various schools took different technology leadership approaches and that school leadership practices were empirically associated with outcomes for teacher performance and student learning. To date, few studies systematically examined the salient aspects of school technology leadership (STL) and science teacher technology leadership (STTL), and the effects of country and grade-level on school and science teacher technology leaderships. A comprehensive technology leadership model was lacking for secondary school science education. Therefore, this research study focused on the status of school technology leadership, science teacher technology leadership, and their relationships and differences across country and grade. In this study, the specific school technology leadership practices and artifacts were investigated in eight schools in the U.S. and China and at both high and middle school levels. This study was completed using both quantitative and descriptive data from surveys, interviews, observations and artifact review. Meanwhile, in the study, school technology and science teachers’ technology leaderships were examined on the bases of their information and communication technology (ICT)-supported learning environment, ICT competence, ICT-enriched curriculum, and ICT-integrated instruction. Additionally, how school and science teacher technology leadership style differed across county and grade-level contexts was examined in this study. As a result, this study increased understanding of the nature and scope of school and science teacher technology leaderships and their differences across country and grade. This study provided school leaders, science teachers, and policy makers with important implications for the development of ICT-integrated education in the digital age.

本研究旨在了解新北市國民小學校長科技領導、教師科技素養與創新教學之現況，並分析不同背景變項下校長科技領導、教師科技素養與創新教學的差異情形，進而探討此三者之間之結構關係，以了解校長科技領導、教師科技素養對創新教學之影響性。 本研究採用問卷調查法，抽取新北市公立國民小學51所，共638位教師進行問卷調查，回收有效問卷共631份。問卷資料分別以描述性統計、獨立樣本t檢定、單因子變異數分析與結構方程模式（SEM）進行統計與分析。 本研究獲得之結論如下： 一、新北市國民小學校長科技領導、教師科技素養與創新教學現況良好。 二、中小型規模、地處偏遠與歷史較久之學校教師，知覺校長科技領導的程度較高。 三、兼任行政職務與學歷較高之男性教師科技素養程度較高。 四、學校歷史較久之教師科技素養程度較高。 五、教師兼主任、學歷較高與年資較深之男性教師創新教學程度較高。 六、學校歷史較久之中型學校教師創新教學程度較高。 七、國民小學校長科技領導對教師科技素養與創新教學均有正向的影響。 最後，依據研究結論提出建議，俾供教育行政機關、國民小學校長以及未來研究做為參考。 / The purpose of this study is to understand the current conditions of New Taipei City elementary school principals’ technology leadership, teachers’ technology literacy, and innovative instruction, and further analyze the differences in principals’ technology leadership, teachers’ technology literacy, and innovative instruction under different background variables. Moreover, it attempts to explore the structural relationships among these three issues, and understand the influence of principals’ technology leadership and teachers’ technology literacy on innovative instruction. This study conducted a questionnaire survey on 638 teachers from 51 public elementary schools in New Taipei City, and retrieved 631 valid questionnaires. The data were analyzed using descriptive statistics, independent sample t-test, one-way ANOVA, and structural equation model (SEM). The conclusions of this study are as follows: 1.The current conditions for New Taipei City elementary school principals’ technology leadership, teachers’ technology literacy, and innovative instruction are good. 2.Teachers at mid-sized and small elementary schools in remote areas with longer histories perceive principals’ technology leadership to a greater extent. 3.Male teachers who also have administrative responsibilities and have higher education that have higher technology literacy. 4.Teachers in schools with longer histories have higher technology literacy. 5.Male teachers who are also directors, with higher education and more teaching experience have higher innovative instruction. 6.Teachers at mid-sized schools with longer histories have higher innovative instruction. 7.Elementary school principals’ technology leadership has a positive influence on teachers’ technology literacy, and innovative instruction. Finally, suggestions are proposed based on the research conclusions, in order to serve as a reference for education administration, elementary school principals, and future research.

This study investigated the presence of technology leadership components in Texas principal preparation programs. Programmatic and course information of principal preparation programs holding accreditation with Texas Education Agency were analyzed to determine presence of technology leadership instruction. Results were compared with Shrum et al.'s 2011 research, and showed a slight increase in presence. This study also examined possible differences in technology leadership components based on if the course was delivered online, face-to-face, or blended. Results showed a stronger presence of technology leadership in online courses. Additionally, the degree of alignment of technology leadership components being taught in principal preparation programs in Texas with the International Society for Technology in Education was explored. Results showed a positive correlation between technology leadership components instruction with the International Society for Technology in Education.

本研究旨在探討臺灣地區國民小學校長科技領導與智慧教室創新擴散的現況，分析不同背景變項與環境變項國民小學之教師，知覺校長科技領導與智慧教室創新擴散之差異情形，並探究國民小學校長科技領導對智慧教室創新擴散之關係，根據研究結論提出建議供有關單位參考。 為達到研究目的，本研究採用問卷調查法，以臺灣地區46所設置有智慧教室的公立國民小學，以校內的教師兼主任、教師兼組長、級任老師與科任教師為研究對象，共寄發問卷364份，回收有效問卷298份，有效回收率為81.87 %。本研究使用SPSS for Windows 20.0 、社會網絡分析軟體（Ucinet 6）及LISREL為資料分析軟體，獲得以下結論 ： 一、臺灣地區國小教師對國民小學校長科技領導及智慧教室創新擴散的 知覺程度整體而言屬中上程度，其整體表現已有一定水準。 二、不同性別、年齡、服務年資、學校歷史之國民小學教師在知覺校長 科技領導及智慧教室創新擴散上，均無顯著差異。 三、不同最高學歷、職務性質、學校規模、學校所在位置、智慧教室的 間數、每週智慧教室使用的次數之國民小學教師在知覺校長科技領 導及智慧教室創新擴散上，具有顯著差異。 四、國民小學校長科技領導與智慧教室創新擴散之間具有顯著相關。 五、國民小學校長科技領導對智慧教室創新擴散有預測力，其中以「願 景、計畫與管理」的預測力最高。 六、本研究建構之模式經過結構方程模式檢定獲得支持，國民小學校長 科技領導對智慧教室創新擴散具有正向顯著的影響。 最後依據上述研究結論，提出具體建議，做為教育行政機關、國民小學校長參考運用。 關鍵詞：校長科技領導、智慧教室、創新擴散、社會網絡 / Research on the Effect of Principals’ Technology Leadership on the Diffusion of Innovations in Smarter Classrooms in Elementary Schools in Taiwan Abstract This study investigated the current status of principals’ technology leadership and the diffusion of innovations in smarter classrooms in elementary schools in Taiwan. It also analyzed the difference of elementary school teachers’ perceptions toward their principals’ technology leadership and the diffusion of innovations in smarter classrooms under different background and environmental variables. Moreover, it probed into the relationship of principals’ technology leadership on the diffusion of innovations in smarter classrooms. According to the research results, suggestions are given to relevant units for reference. For the above research purposes, this study conducted a questionnaire survey on teachers who are concurrently directors, teachers who are concurrently supervisors, homeroom teachers, and subject teachers, of 46 elementary schools in Taiwan provided with smarter classrooms. A total of 364 questionnaires were distributed, and 298 valid samples were retrieved, with a valid return rate of 81.87%. The data were analyzed using SPSS for Windows 20.0, social network analysis software Ucinet 6, and LISREL. The findings are as follows: 1. In Taiwan, the elementary school teachers’ perceptions towards the elementary school principals’ technology leadership and the diffusion of innovations in smarter classrooms are above average as a whole. Its overall performance meets the standard. 2. For elementary school teachers of different genders, ages, teaching years and school history, their perceptions towards the principals’ technology leadership and the diffusion of innovations in smarter classrooms have no obvious difference. 3. For elementary school teachers of different educational backgrounds, duties, school sizes, school locations, number of smarter classrooms, number of weekly uses in the smarter classrooms, their perceptions towards the principals’ technology leadership and the diffusion of innovations in smarter classrooms are obviously different. 4. There is a significant correlation between the elementary school principals’ technology leadership and the diffusion of innovations in smarter classrooms. 5. Elementary school principals’ technology leadership has predictive power on the diffusion of innovations in smarter classrooms; among them, the predictive power on vision, planning, and management is the highest. 6. The constructed modeling of this research was tested and supported by the Structural Equation Modeling, that elementary school principals’ technology leadership has a positive effect on the diffusion of innovations in smarter classrooms. Finally, based on the above conclusions, specific suggestions are offered to educational authorities and elementary schools for reference. Keywords: Principals' Technology Leadership, Smarter Classrooms, Diffusion of Innovations, Social Network

本研究旨在探討有關宜蘭縣國民中、小學校長科技領導、教師資訊科技素養與教師教學效能的現況，並分別針對教師個人背景變項與學校環境變項在校長科技領導、教師資訊科技素養與教師教學效能的差異情形加以探討，再加以分析三者相關情形，最後則探討其線性關係。 本研究採問卷調查法，以宜蘭縣公立國中、小教師為研究對象，利用「國中、小校長科技領導、教師資訊科技素養及教師教學效能」線上問卷進行調查，抽取92所國民中、小學579位編制內教師為樣本。將蒐集的資料以描述性統計、t考驗、單因子變異數分析、Pearson積差相關分析及結構方程模式等統計方法進行分析。研究結果如下： 一、宜蘭縣公立國民中、小學教師知覺校長科技領導現況是屬於中上程度。 二、教師知覺校長科技領導會因年齡、擔任職務、學校類別與學校所在地不同，而有顯著差異。 三、宜蘭縣公立國民中、小學教師資訊科技素養現況是屬於中高程度。 四、教師資訊科技素養會因年齡、教育程度、擔任職務與學校類別不同，而有顯著差異。 五、宜蘭縣公立國民中、小學教師教學效能現況是屬於中高程度。 六、教師教學效能會因性別、年齡、任教科目與學校類別不同，而有顯著差異。 七、校長科技領導、教師資訊科技素養與教學效能之間有顯著正相關。 八、校長科技領導與教師資訊科技素養能影響教師教學效能。 依據上述研究結論，對學校行政領導與教學及未來研究者，提出具體建議。 關鍵詞：科技領導、資訊科技素養、教學效能 / This study aimed to explore the current condition of Yilan County public junior high school and elementary school principals’ technology leadership, teachers’ information technology literacy and teachers’ teaching efficiency, and aimed at discussing each individual teacher’s background variables and school environmental variables under the differences of principals’ technology leadership, teachers’ information technology literacy and teachers’ teaching efficiency, and I further analyzed the relationships of these three, then finally, to explore the linear relationship. In this study, I adapted a questionnaire survey method, using Yilan County public junior high school and elementary school teachers as studying object. I applied the “Principals’ Technology Leadership, Teachers’ Information Technology Literacy and Teachers’ Teaching Efficiency Questionnaire” as the online questionnaire to survey samples from 92 junior high schools and elementary schools’ 579 certified teachers. After data collected, I used descriptive statistics, t test, one way analysis of variance, Pearson product-moment correlation analysis and structural equation models for analysis. The results of research are as follows: 1. Current Yilan County public junior high school and elementary school teacher’s perception on principals’ technology leadership is above average. 2. Teacher’s perception on principals’ technology leadership differs significantly because of the age, position, type of school and school location. 3. Yilan County junior high school and elementary school teachers’ information technology literacy is high. 4. Teachers’ information technology literacy differs significantly because of age, education level, position and type of schools. 5. Current Yilan County junior high school and elementary school teachers’ teaching efficiency is high. 6. Teachers’ teaching efficiency differs significantly by gender, age, teaching subjects and type of schools. 7. There is a significant positive correlation between principals’ technology leadership, teachers’ information technology literacy and teachers’ teaching efficiency. 8. Principals’ technology leadership and teachers’ information technology literacy influence teachers’ teaching efficiency. Based on the above research conclusions I submitted specific recommendations on school administration leadership, teaching and future researchers. Keywords: technology leadership, information technology literacy, teaching efficiency