Title<\/p>\n
Exploring the Role of the Educational Leaders in the Future Schools as
\na Technology Navy<\/p>\n
Table of Contents
\nChapter 1 : Introduction\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026..3
\n1.1.Introduction \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026..3
\n1.2.Statement of Problem\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026…4
\n1.3.Research Question\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.4
\n1.4.Research Objectives \u2026.\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.5
\n1.5.Significant of the Research\u2026\u2026\u2026\u2026.\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026…5
\nChapter 3: Methodology\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u20266
\n3.1.Introduction\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026…6
\n3.2.Sampling \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026..\u2026,…7
\n3.3.The Research participants\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.7
\n3.4.The First Part of the survey\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026…\u2026\u20267
\n3.5.The Second Part of the questionnaire ..\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026..\u2026.\u20267
\n3.6.Data collection and Analysis\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.\u20267
\n3.7.Method of Collection Data\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u20267
\n3.8.Methods of Data Analyses\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.\u2026\u20268
\nConclusion\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u20268<\/p>\n
1.1.Introduction
\nDubai, being an international business center and has a cosmopolitan society, has led to a big increase in the number of private schools that cater for the many different communities that live and work in Dubai. As these schools strive to attract students, they work continuously in updating their teaching and learning systems. Most of these private schools in Dubai have advanced infrastructure that supports the use of technology in their teaching and learning process. However, a minority of these schools have the minimum use of technology. The roles of principals in the integration of technology in their schools is very important (Serhan ,2007). Recent studies have revealed that the principals in the private schools had positive attitudes towered the use of technology in their schools. It is also indicated, according to these studies, that 74% of principals of these private schools strongly support the use of technology in teaching. Additionally, 40%of them strongly agree with the use of the Internet in teaching, while others support the use of other forms of technology. (Serhan ,2007).
\nThe UAE Ministry of Education and Knowledge and Human Development Authority (KHDA) in Dubai as well as many Educational Councils in the UAE have supported the integration of technology in schools\u2019 teaching system.
\nThey have also put many procedures and policies that foster using technology. These factors depend on principals\u2019 role as facilitators to implement technology in their schools. Moreover, school principals are considered the main driving force for integrating technology in their schools, they are also responsible for creating an environment that support the use of technology. (Moe ,2008). The policy demands schools\u2019 principals to encourage teachers to implement technology in their classrooms (Moe ,2008).
\nLiterature suggests that one of the major challenges that face principals is infusing technology into the curriculum (Demski, 2012). The revolution of the internet has its direct effect on teaching in schools. Principals who can implement educational technology in their schools will be considered as technology leaders (Demski ,2012).
\nThe UAE Society plays an important role in fostering the use of technology as a main tool in learning and teaching. However, there are many challenges that prevent schools from using technology effectively and certain Principals of certain schools struggle to use technology for some reasons. One of these reasons and challenges is that certain principals may have little experience with new technology; consequently, they may not be capable of evaluating the use of technology by teachers for instructions.
\nBased on what has been said about the importance of schools\u2019 principals in teaching and learning, this study examines the role of the principals as a technology navy. Principals of schools are leaders of the education system so it is essential for them to know how to use technology in their schools (Papaioannou&Charalambous, 2011). Therefore, to be effective leaders, principals have to familiarize themselves with the intricate system of educational technology.
\nAfter achieving good understanding of the issue at hand that will be drawn from the existing literature, this study will strive to bring into light the related principals views through effective investigation tools.<\/p>\n
\u2026.
\n\u2026.
\n1.2.Statement of the Problem:
\nAccording to previously put plans and policies for the integration of technology in the UAE government and private schools, the KHDA and MoE direct schools\u2019 principals to uptake technology in education. Moreover, they urge principals to encourage teachers to increase their use of technology in classrooms through providing the suitable infrastructure and physical environment (MoE, 2008).
\nHowever, the policies of the KHDA and the MoE to integrate technology in Dubai private schools are not sufficient because they don\u2019t provide clear procedures and action plans for principals to integrate technology in the future schools. Obviously, schools whether government or private always draw their own yearly plans and establish their own procedures for embedding technology in their schools. This might be dictated by the schools\u2019 human and financial resources.<\/p>\n
1.3. The Research Questions:
\n1-What are the new roles of the educational leaders as a technology navy in the future schools?<\/p>\n
2-To what extent do the principals of the private schools in Dubai adopt technology navy paradigm?<\/p>\n
1.4.The Goals of the Study
\nTo identify the new roles of principals as technology navy in future schools.
\nTo determine the currently practices of technology navy of principals in their schools.<\/p>\n
1.5. Significant of the Research<\/p>\n
This study is significant due to the paucity of research and literature on the topic (sample nursing essay examples by the best nursing assignment writing service) of the study in the Arab World in general and in the UAE in particular. The participants in this study (principals in the private schools in Dubai) would increase their knowledge about integrating technology in their schools. The study also provides recommendations and suggestions that could strengthen the role of principals in Dubai future schools as a technology navy. Moreover, the study may help principals in the private schools in Dubai to learn more about the international standards of integrating technology in education.
\nImproving the quality of education is very important in private schools in Dubai. However, the experiences of principals who support high-levels of technology integration in Dubai private schools need additional research. Studies have shown that principals\u2019 technological knowledge helps successful integration of technology (Bobbera, 2013; Fisher, 2013; Foiles Kiel,2014).
\nThis study aims at capturing the ways principals in Dubai private schools could follow to create a culture of high-level of technology integration. The outcomes of this study help principals in Dubai private schools that lead high-level of technology integration in their schools to help their teachers develop student-centered classrooms practices by the use of technology. This study also aims to understand the barriers that prevent teachers in the private schools in Dubai from using technology and how their school principals can help them overcome those barriers. Additionally, schools\u2019 principals in Dubai private schools who strive to improve technology in their schools can use the outputs oof this dissertation as a resource. Moreover, this study can be a reference to future research about the role of principals as a technology navy.
\nTechnological education is important for all schools to change the traditional learning into modern one. The lack of using technology by many principals is due to internal or external factors. Schools sometimes lack the infrastructure that support digital learning as well as many teachers in private schools lack the skill and knowledge needed for effective implementation. However, the dichotomy is that many principals lack the understanding of how technology should be integrated in the learning and Assessment system of schools. It is important that further research is done on the schools\u2019 principals and their vision as technology navy.
\n\u2026<\/p>\n
Chapter 2: Literature Review
\n2.0.Introduction
\nThis study of the Role of the Principal as Technology navy in Private Schools in Dubai has multiple purposes. The first purpose is focusing on the state of the integration of technology by principals of Dubai private schools in their schools\u2019 systems; and secondly, evaluating their roles in organizing professional develop meant for their teachers. Additionally, the objective of this study would help in creating a more trusted image of technology navy paradigm in schools by principals. The last part of this study explains the challenges and factors that may affect what is considered best implementation of technology in schools (Sincar, 2013). In summary, \u201cAll of the literature on leadership and technology acknowledges either explicitly or implicitly that school leaders should provide administrative oversight for educational technology\u201d(Anderson and Dexter,2005)<\/p>\n
Several facts about the role of principals are highlighted by the literature. According to (UNESCO,2003) principals of schools are well aware of the fact that technology\u2013rich learning environment make significant contribution to reach educational goals. Besides, it is emphasized that school principals play a vital role to support the integration of technology in education. Additionally, principals are one of the important factors in the process of integrating new technology paradigm into the curriculum and the classrooms (Berret,Murphy&Sullivan,2012).<\/p>\n
Chapter 3:Research Methodology<\/p>\n
3.1.Introduction
\nThe purpose of the questionnaire is to collect data to answer the dissertation\u2019s questions outlined in the first chapter. The data will examine the role of principals as a technology navy at Dubai private schools. The data also should indicate the benchmark used by principals to integrate technology in Dubai private schools. This chapter presents the research methodology; the research tools, which were used to address the research questions.<\/p>\n
3.2.Sampling.<\/p>\n
Schools are divided into three categories according to KHDA reports.
\nThe schools\u2019 categories will be:
\n1-A very advanced performance (3schools) (Avery well established schools)
\n2- Average performance (3 schools) (Medium established schools)
\n3- Low performance (4schools) (Very week schools)
\n3.3.The Research participants:
\nThe research participants are principals of private schools in Dubai. A total of 10 principals will participate in the study. There are female and male principals. They are principals of secondary and primary schools. Survey and interview’ questions will be divided into two parts:
\n3.4.The first part of the survey: Includes knowledge and questions. The survey\u2019s questions include items that measure the integration of technology by principals in the private schools in Dubai .As well as their new role of this integration. such as: Using Microsoft Teams, LMS, Learning Curve, Microsoft word processing , internet and Web technology, PowerPoint presentation, data show, Windows Operating System Skills , graphic productivity tool(Microsoft PowerPoint), Numeric productivity tool (Microsoft Excel) ,using internet resources for preparing teaching materials.<\/p>\n
3.5.The second part will focus on the following three domains: 1- Dubai private schools with future school paradigm . 2-Challenges that face principals in this new paradigm.<\/p>\n
3.6.Data collection and analysis<\/p>\n
The survey are designed to use the 5 Likert scale as assumptions to assess the role of principals in integrating technology in their schools. Likert scale is the most traditional form. Likert scales include a 5 point scale where 5 is the highest point of the scale and 1 is the lowest point of the scale. Likert scale is a bipolar scaling method, measuring either negative or positive response to the statement. The format for the survey used in Likert scale is (SA= strongly agree, A = agree, UN= Uncertain, D= Disagree, SD= strongly disagree). When principals of Dubai private schools respond to Likert Scale 1items, they specify their level of agreement or disagreement, or Satisfaction or dissatisfaction.
\n3.7.Methods of collecting data:
\nData will be collected from two resources, namely an online survey ,using Survey Monkey application and from conducting the survey directly from principals in addition to two interviews with principals. The online survey will generate both qualitative and quantitative data. It will be used to get fast responses. (Sue & Ritter 2007). The questions on the survey and the interview are identical. The names of participants will be removed from the survey to maintain anonymity. Thereafter data from Survey Monkey will be analysed online in the form of percentages. The interview will be conducted to make the questions more open to accommodate more views from the principals of Dubai private schools.
\n3.8.Methods of Data Analyses:
\nAs a phenomenological study of principals \u2018attitudes, a quantitative questionnaire and qualitative interviews would give a well-grounded examination to my dissertation. Both quantitative and qualitative methods will be used for the purpose of answering the study questions. A mixed method will be used to collect and analyze data. Creswell and Plano (2007) stated that the purpose for mixed methods \u2013 breadth and depth of understanding and corroboration. Greene (2007) also stated that mixed methods was an orientation toward looking at the social world.
\nThe study participants are principals from different school districts in Dubai. The students\u2019 population is equally diverse in these schools\u2019 districts. Emails will be sent to the schools\u2019 principals in Dubai private school. These schools include elementary, middle and high schools level.
\nAnalysing data will be carried out through several phases:
\nPhase 1. A decision will be made to collect data using an online survey.
\nPhase 2. A decision is made to interview principals from the private schools in Dubai at their schools.
\nPhase 3.Collecting the data from different private schools in Dubai.
\nPhase 4. Analyzing the data after collecting it.<\/p>\n
Chapter 4 :Conclusion:
\nNowadays with the proliferation of technology in every aspect of our life particularly in education, stakeholders including principals of private schools in Dubai must have a clear vision about the best implementation of technology in their schools\u2019 system. This aims at exploring certain important factors about schools\u2019 principals in Dubai private schools. These factors include principals\u2019 knowledge of technology and their attitude towards technology as these factors are essential for the implementation of technology in teaching and learning. The finding of this study will have significant positive impact on schools\u2019 districts in term of professional development programs. Besides, the findings that will be significant resource for future and further research on the subject.<\/p>\n","protected":false},"excerpt":{"rendered":"
Title Exploring the Role of the Educational Leaders in the Future Schools as a Technology Navy Table of Contents Chapter 1 : Introduction\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026..3 1.1.Introduction \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026..3\u2026<\/p>\n","protected":false},"author":3,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[7316,7318,7317,7315,7319,7321],"tags":[441,7323,628,7326,7325,7322,7324],"class_list":["post-48965","post","type-post","status-publish","format-standard","hentry","category-best-dissertation-writers-uk","category-british-dissertation-writers","category-dissertation-help-online","category-dissertation-writing-services-uk","category-help-with-dissertation-writing","category-uk-dissertation-help","tag-cheap-dissertation-writing-services","tag-dissertation-help-london","tag-dissertation-help-online","tag-dissertation-tutor","tag-expert-assignment-help","tag-masters-dissertation-help","tag-university-assignment-help"],"_links":{"self":[{"href":"https:\/\/www.studyproessays.com\/help\/wp-json\/wp\/v2\/posts\/48965","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.studyproessays.com\/help\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/www.studyproessays.com\/help\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/www.studyproessays.com\/help\/wp-json\/wp\/v2\/users\/3"}],"replies":[{"embeddable":true,"href":"https:\/\/www.studyproessays.com\/help\/wp-json\/wp\/v2\/comments?post=48965"}],"version-history":[{"count":0,"href":"https:\/\/www.studyproessays.com\/help\/wp-json\/wp\/v2\/posts\/48965\/revisions"}],"wp:attachment":[{"href":"https:\/\/www.studyproessays.com\/help\/wp-json\/wp\/v2\/media?parent=48965"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.studyproessays.com\/help\/wp-json\/wp\/v2\/categories?post=48965"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.studyproessays.com\/help\/wp-json\/wp\/v2\/tags?post=48965"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}