Abstract
Headteachers are considered as the most influential role in teaching and learning using ICT (Internet, Communication and Technology) in the school setting. Numerous scholars emphasised that as school leaders, they are also competent with technology and computer as part of supporting role model in technological leadership and stewardship. Nevertheless, there is remarkably little research that investigates headteachers’ perceptions towards their learning process using ICT. This exploratory research is an attempt to gather data on headteachers’ readiness, attachment and their perception of the computer assisted learning process. As for the methodology, ten headteacherss were purposely selected and interviewed in order to address the three essential research questions which were their readiness of using computer; their attachment with computers and their perceptions of teaching and learning using computers in schools. Ten headteachers that were selected as subjects were undergraduate students who are currently enrolling in educational administration and leadership degree in a public university. Findings reveals that headteachers have positive remarks towards the usage of computer in their learning process since the utilization of computers will expose them to the relevant information which helps them as role model for technological stewardship. Secondly, most of headteachers are significantly ready in their learning process using computers and they also felt learning using computers give much opportunities in networking and connecting to other headteachers at other districts.
Highlights
It is the policy of the Malaysian government to emphasis on the usage of ICT to create impetus among educational communities in the learning approach for 21st century learning [26]
Headteachers are considered as role model in applying and using technology for the purpose of administrative and managerial tasks
Headteachers should play the role as instructional leaders which facilitate integration and adaption of internet, computer and technology in the classroom teaching and learning processes
Summary
It is the policy of the Malaysian government to emphasis on the usage of ICT to create impetus among educational communities in the learning approach for 21st century learning [26]. School leaders influence the ICT practices and developments which embedded into students’ learning process and experiences of staffs and teachers [1, 29]. Headteachers should play the role as instructional leaders which facilitate integration and adaption of internet, computer and technology in the classroom teaching and learning processes. In supporting and inspiring the usage of computer technology in schools, it is assumed that headteachers are most capable to play essential roles as the technological and instructional leader which facilitates the wide usage of computers for teaching and learning purposes and instructional purposes as well as for school administrative and management tasks. As school leaders, their role is not just to provide ICT facilities and teach teachers on how to used, adapt and integrate technology in their teaching sessions
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