PROBLEMS ENCOUNTERED

In the successful use of technology, school principals must make a variety of

decisions to support such efforts in their schools related to device selection, changes in

curriculum, budget, and professional development for teachers. They must have a clear,

articulate vision guiding each of these decisions. However, too often

Most principals in this study report they highly value technology use in the

classrooms, yet most do not provide adequate training or have their teachers currently

integrating. It is stressed that principals and teachers lack training needed in the

effective execution of technology integration.

School principal shows various challenges including teacher willingness,

professional development, insufficient hardware and district support. Lack of funding

and teacher training regarding media literacy, and uneven student access to technology

tools and the internet in the effective technology integration are also common areas of

concern.

Anthony, 2012 stated that principals and district leaders lack the technological

knowledge to make informed decision about learning goals, infrastracture, or

professional development.

The advancement of the learning environment through technology can be

attained through a focus on the needs and demand of teachers and students.

According to Fletcher, 2009; Schrum et al., 2011, the majority of school administrators

and district technology leaders have had no specific instructional technology training.

Results showed that principals were not involved in technology learning communities,

neglect research for technology decision making, were outdated with how technology
might be used to improve learning, unengaged with the community to upgrade

technology use in their schools.

Technology can be used to enhance education. How might principals use

student-led social media teams to meet the standards set forth by International Society

for Technology in Education (ISTE) and be more effective as equity and citizenship

advocates, visionary planners, empowering leaders, systems designers, and connected

learners? Using technology for learning can create great, sustainable, and equitable

learning experiences for all students.

Another common challenges of school leaders to integrate technology in their

school is a lack of knowledge and understanding or how with using it. Principals who

have these concerns seek with being provided with professional development resources

to help them gain the knowledge and familiarity to introduce technology effectively and

reliably. Technology is a continously evolving industry. A major barrier when introducing

technology into their schools is continue with these many changes and trends.

The Leadership in Blended Learning Program was developed by the Friday Institute for

Educational Innovation at NC State University in partnership with The Learning

Accelerator and the North Carolina Principals & Assistant Principals’ Association

(NCPAPA). It builds on the idea that principals need access to high quality training and

that this need is particularly pronounced in the transition to blended learning. It also

guide principals through the creation of personalized and digital learning environments

in their schools.