Adopting an Activity Theoretical Perspective Toward Distributed Leadership to Support Effective Technology Integration

• In Event: Technology Leadership for Successful Technology Integration in Education: In-Depth Studies Throughout the World

Abstract

Objectives and purposes. This paper proposes the use of Activity Theory and multi-level activity systems as a framework to examine how distributed leadership supports effective technology integration in Singapore secondary classrooms. The three levels of activity systems include the classroom, department and school.

Theoretical frameworks. Activity Theory is a framework that enables the study of different forms of human praxis as developmental processes, with both individual and social levels interlinked at the same time (Kuutti, 1996). This framework focuses on the interaction of human activity and consciousness within its relevant environmental context.

Methods. A multiple case study approach has been adopted to provide in-depth understanding of the socio-cultural factors that affect technology integration in the classrooms with a focus on the role of distributed leadership. Three secondary schools in Singapore were selected to form the case study.

Data sources and evidence. Within case analysis of the activity systems at the three levels provides a good grounding for the relationship among the various factors within each school. A cross case analysis reveals similar factors in all the three schools that had an effect on the teachers' choice of technology. Factors that were unique to each school will be also presented. This cross case analysis and the reporting of the findings provides the researchers with the opportunity to make modest generalization where feasible.

Results. From the analysis of the three school case studies and the three levels of activity systems within each school case study, inferences of a supportive socio-cultural context can be derived. The main findings suggest that schools need a curriculum based on an overarching technology in education goal to provide clear directions to the key stakeholders - teachers, head of departments (especially the Head of Technology) and principals in the school. The management approach to technology integration in the school is through distributed leadership. For the principal, he or she has to role model to the heads of department (HODs) and teachers to translate expectations into actions. The HODs need to be aware of their important role of middle managers who assist in communicating expectations to their teachers and to ensure that the teachers are included as stakeholders in the implementation process. The HODs have to ensure that they create a supportive environment for their teachers to work as a team to learn from each other and to support each other. The teachers and students need to be aware that they have an important part to play in ensuring the successful translation of educational initiatives into classroom practices. The teachers have to be team players willing to learn, share and contribute for the benefit of their peers. School have to function as learning organizations which are able to work as a team and constantly adapt in order to meet the constantly changing educational landscape for the benefit of their students and to optimize the learning opportunities that technologies offer them.

Scientific or scholarly significance. This study provides useful information for the various stakeholders involved in the technology integration process.

Authors

• Cher Ping Lim, The Hong Kong Institute of Education

• Shanti Divaharan, National Institute of Education - Nanyang Technological University