Abstract
Mobile technology is a growing technology in the education system around the world. Today's educational resources are easily accessible by using mobile technology at anytime and anywhere. As mobile technology is so essential, principals should play a vital role in stimulating teachers' efforts to use these devices as teaching aids in the classroom. Therefore, the purpose of this study is to identify the level of technology leadership, mobile technology integration and the relationship between the two variables. In addition, the study examines the influence of principals' technology leadership dimensions such as visionary leadership, digital age learning culture, excellence in professional practice, systemic improvement, and digital citizenship as predictors of teachers' mobile technology integration in teaching. A total of 376 secondary school teachers in the state of Kedah, Northern of Malaysia were selected as respondents through a quantitative approach involving systematic random sampling. This study also uses two instruments, namely the Principals Technology Leadership Assessment (PTLA) based on the NETS-A and UTAUT2. The results of the data analysis revealed that there is a strong positive relationship between principals' technology leadership and teachers' mobile technology integration in teaching process. Meanwhile, the findings also predicted that visionary leadership, systemic improvement and digital citizenship were the most significant contributors in influencing teachers to integrate mobile technology at secondary schools.
Highlights
In today’s educational world, the involvement of information and communication technology (ICT) is highly demanded to be consistent with current technological developments
The seventh shift of the Malaysian Education Development Plan (PPPM 2013-2025) in the first wave can be achieved by "utilizing ICT to enhance the quality of learning in Malaysia" [5]
The findings show that the level of mobile technology integration is high
Summary
In today’s educational world, the involvement of information and communication technology (ICT) is highly demanded to be consistent with current technological developments. Technology has successfully transformed teachers into teaching strategies and facilitated the day-to-day routine of implementing the existing curriculum [2]. This makes the quality of teachers more effective in providing the best service for the students. The MOE has launched the 1BestariNet project involving over 10,000 schools across the country through the provision of ICT infrastructure and high-speed Internet access [4]. The seventh shift of the Malaysian Education Development Plan (PPPM 2013-2025) in the first wave can be achieved by "utilizing ICT to enhance the quality of learning in Malaysia" [5]
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