Aileen P.

de Jesus

Educational Technology plays an important role in teaching and learning process. It motivates
and engages students to learn and helps broaden their skills.

The study pointed out that school heads have a great impact on the schools use of ICT

Elvie B. Del Rosario

School administrators have an important leadership role in creating conditions and modelling
actions that have tied the use of digital technology to collaborative, social, and innovative
learning practices.

John Paul E. Cabigao

The impetus for this study was the problem of students’ negative social media interactions
leading to an increase of problematic student issues for secondary school principals, who have
little guidance in how to address these concerns. Therefore, identifying the technology
leadership qualities possessed by secondary school principals in Nebraska who are proactively
dealing with these challenges was important

Rosalia M. Paz
Participants reported that sessions were especially effective in deepening their
understanding of planning for and using technology to support professional
learning; the role and responsibilities of leadership; definitions, models, and key
planning components of blended learning; and traditional vs. new instructional
models. The vast majority of those surveyed also reported a variety of ways in
which they applied their learning and range from simply developing and
understanding of communicating findings to implementing school level changes
that directly impacted teachers and students.

Rachelle M. Diesta
The prime purpose of this research was to find out the technology leadership capacity of
principals utilizing the Technological Pedagogical Content Knowledge framework and its
relationship.

Lorie B. Roquero

different technology skills of principals to effectively integrate technology in the classroom. Their
role is significant in the successful utilization of technology by the teachers which affect
students’ achievements.
ORLANDO R. SANTOS

School Leadership described the aimed at encouraging school leaders to consider

alternatives, to think differently, and to reflect on their knowledge, their skills, and their
dispositions as leaders of learning enterprises. The role that technology plays in this process is
to provide the environment within which these alternative learning conceptions can grow, and to
provide an experiential base from which future school leaders can launch themselves as
reflective, technology-sensitive, educational leaders, rather than the managers of educational
organizations that the traditional conception of the role has
constrained them to.