Technology and Educational Leadership: The Role of Leaders vs. National Education Policies

Abstract

Our ongoing transformation into a digital society is significantly increasing the influence of information and communication technologies (ICTs) on formal and informal educational processes, including primary, secondary and higher education levels. Consequently, managers of educational institutions/principals should align their organisations with ICT opportunities, which support educational effectiveness, increase educational opportunities and contribute to the elimination of economic and social inequalities among students, regions and countries. In this chapter, the authors present an overview of national education policies, related to the integration of ICT into educational processes/institutions. Examples of good practice and benchmarking are used to demonstrate the suggested dimensions of ICT implementation in the national education systems of small European countries. Additionally, the concept of the digital maturity of a school is discussed as an indicator describing the level of ICT integration in an educational institution. The role of five dimensions is considered in this context: (a) ICT planning, management and leadership; (b) ICT application in teaching and learning; (c) the development of digital competencies; (d) ICT culture; (e) ICT infrastructure. The discussion considers the fundamental dilemma of ‘e-leadership’/technology leadership in schools, as related to the systematic application of ICTs, leading towards comprehensive changes and the dramatically improved performance of educational organisations. Previous research results are reviewed, along with applicable projects for fostering the technological leadership and maturity of educational institutions in small European countries. The authors evaluate modes of ICT application/transformation in education by confronting both the theoretical and empirical support for the ‘top-down’ and ‘bottom-up’ strategies. Potential opportunities for their integration are also explored, along with the critical approaches to the use of ICT in education policy and leadership.