Digital Age Learning Among Malaysian School Administrators on Management and Instructional Technology: NETS-A

Authors

  • Shanti Ramalingam Department of e-Learning, National Institute of Educational Management & Leadership Genting Highlands, Malaysia
  • Norabeerah binti Saforrudin Department of e-Learning, National Institute of Educational Management & Leadership Genting Highlands, Malaysia
  • Aziyah Binti Mohd Yusof Department of e-Learning, National Institute of Educational Management & Leadership Genting Highlands, Malaysia
  • Zubaidah Binti Salamat Department of e-Learning, National Institute of Educational Management & Leadership Genting Highlands, Malaysia
  • Noor Ashikin Binti Mohd Yusop Department of e-Learning, National Institute of Educational Management & Leadership Genting Highlands, Malaysia
  • Mohd Afendi Bin Zulkifeli Department of e-Learning, National Institute of Educational Management & Leadership Genting Highlands, Malaysia
  • Mohd Yusof Bin Ahmad Department of e-Learning, National Institute of Educational Management & Leadership Genting Highlands, Malaysia

DOI:

https://doi.org/10.14738/assrj.97.12724

Keywords:

NETS-A, visionary leadership, digital age learning culture, professional practice excellence, systemic improvement, and digital citizenship

Abstract

The use of information and communication technology is a frequent approach applied in various organizations to ensure tasks are performed more smoothly. Administrators inspire and lead development and implementation of a shared vision for comprehensive integration of technology to promote excellence and support transformation throughout the organization. In examining this phenomenon, principals are expected to have trouble organizing technology in management and instructional based in school planning. This is because the use of technology is a formative nature technical and requires certain skills so that it can be integrated perfectly. This study was conducted to examine the level of competence of school administrators consisting of principals and head teachers on the management of instructional technology especially digital age learning and validate the elements in NETS-A. In addition, the study also aims to identify the level of technological leadership among principals in day primary schools based on the five dimensions of NETS-A namely visionary leadership, digital age learning culture, professional practice excellence, systemic improvement, and digital citizenship. This study uses survey techniques to obtain quantitative data.  The respondents of this study consisted of 50 secondary schools from five states namely Pahang, Perak, Selangor, Terengganu and Negeri Sembilan. The findings of the study show that the level of competence of principals and head teachers in technology management is at a moderate level. Therefore, school administrators need to give their full commitment to the use of instructional technology in order to increase productivity in teaching and learning as well as school management.

References

AECT (Association of Educational Communication and Technology (2004). The Definition of Educational Technology. Washington DC: AECT.

Banoglu, K., Vanderlinde, R., & Cetin, M. (2016). Investigation of principals’ technology

leadership profiles in the context of schools’ Learning organization culture and ICT

infrastructure: F@tih project schools vs the others. Education and Science, 41(188), 83–

https://doi.org/10.15390/EB.2016.6618.

Chua, Y. P., (2006). Kaedah dan statistik penyelidikan asas statistik penyelelidikan buku 2. Malaysia: McGraw-Hill Sdn. Bhd.

Fletcher, G.H. (2009). A matter of principals. T.H.E. Journal 36(5), 22-28.

Banoglu, K., Vanderlinde, R., & Cetin, M. (2016). Investigation of principals’ technology leadership

profiles in the context of schools’ Learning organization culture and ICT infrastructure: F@ti

Gallego-Arrufat, M.-J., Gutierrez-Santiuste, E., & Campana-Jimenez, R. L. (2017). School technology

leadership in a Spanish secondary school: The TEI model. Improving Schools, 20(3), 247–263.

https://doi.org/10.1177/1365480217732232 .

Yee, D.L. (2000). Images of school principals’ information and communications technology

leadership. Journal of Information Technology for Teacher education, 9(3), 287-302.

ISTE. (2009). National educational technology standards for administrators.

http://cnets.iste.org/administrators/ [15 Mac 2013].

ISTE (2015) https://www.iste.org/explore/ISTE-Standards-in-Action/Know-the-ISTE-Standards-

for-Administrators%3A-Digital-citizenship.

Levie, W. (1999). Research on pictures: A guide to the literature. In D. Willow & H. Houghton

(Eds.), The Psychology of Illustration, volume 1: Instructional issues: 51-65. New York:

Springer Verlag.

Moreira, M. A., Rivero, V. M. H., & Alonso, J. J. S. (2019). Leadership and school integration of

ICT. Teachers perceptions in Spain. Education and Information Technologies, 24(1),

–565. https://doi.org/10.1007/s10639-018-9789-0

Downloads

Published

2022-08-02

How to Cite

Ramalingam, S., Saforrudin, N. binti ., Mohd Yusof, A. B. ., Salamat, Z. B., Mohd Yusop, N. A. B., Zulkifeli, M. A. B., & Ahmad, M. Y. B. (2022). Digital Age Learning Among Malaysian School Administrators on Management and Instructional Technology: NETS-A. Advances in Social Sciences Research Journal, 9(7), 698–705. https://doi.org/10.14738/assrj.97.12724