{"title":"Assessing teachers’ technology leadership in higher education: The application of ISTE standards in China","authors":"Yuting Zhang, Weiwei Ma, Min Xiao, Zhipeng Li","doi":"10.1007/s10639-024-12998-0","DOIUrl":null,"url":null,"abstract":"<p>The rapid advancement of educational technologies worldwide and the ubiquitousness of technology-integrated teaching and learning have posed great challenges to teachers. Technology leadership is an emerging focus among educators, it involves using technologies to lead learners’ knowledge, abilities, and values development. However, there are few available scales that can evaluate its level among teachers in China. We proposed a model based on the new version of the ISTE Standard for Educators and addressed a set of indicators. This study developed and validated a 24-item teachers’ technology leadership scale (TTLS) through theoretical review, expert advice, exploratory factor analysis, and confirmatory factor analysis. This study reports the results through analysis of responses from 604 Chinese university students. Our findings revealed good reliability and validity in the scale but demonstrated a three-construct model that differs from the original seven-dimension framework, thus highlighting the characteristics of the Chinese context. This study contributes to a growing body of research that aims to provide researchers, educators, and policymakers with a tool (TTLS) that can be used as a reliable assessment scale for measuring teachers’ level of technology leadership, thus supporting their development in three domains regarding leadership, technology integration ability, and digital responsibility.</p>","PeriodicalId":51494,"journal":{"name":"Education and Information Technologies","volume":"58 1","pages":""},"PeriodicalIF":4.8000,"publicationDate":"2024-09-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Education and Information Technologies","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1007/s10639-024-12998-0","RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0
Abstract
The rapid advancement of educational technologies worldwide and the ubiquitousness of technology-integrated teaching and learning have posed great challenges to teachers. Technology leadership is an emerging focus among educators, it involves using technologies to lead learners’ knowledge, abilities, and values development. However, there are few available scales that can evaluate its level among teachers in China. We proposed a model based on the new version of the ISTE Standard for Educators and addressed a set of indicators. This study developed and validated a 24-item teachers’ technology leadership scale (TTLS) through theoretical review, expert advice, exploratory factor analysis, and confirmatory factor analysis. This study reports the results through analysis of responses from 604 Chinese university students. Our findings revealed good reliability and validity in the scale but demonstrated a three-construct model that differs from the original seven-dimension framework, thus highlighting the characteristics of the Chinese context. This study contributes to a growing body of research that aims to provide researchers, educators, and policymakers with a tool (TTLS) that can be used as a reliable assessment scale for measuring teachers’ level of technology leadership, thus supporting their development in three domains regarding leadership, technology integration ability, and digital responsibility.
期刊介绍：
The Journal of Education and Information Technologies (EAIT) is a platform for the range of debates and issues in the field of Computing Education as well as the many uses of information and communication technology (ICT) across many educational subjects and sectors. It probes the use of computing to improve education and learning in a variety of settings, platforms and environments.
The journal aims to provide perspectives at all levels, from the micro level of specific pedagogical approaches in Computing Education and applications or instances of use in classrooms, to macro concerns of national policies and major projects; from pre-school classes to adults in tertiary institutions; from teachers and administrators to researchers and designers; from institutions to online and lifelong learning. The journal is embedded in the research and practice of professionals within the contemporary global context and its breadth and scope encourage debate on fundamental issues at all levels and from different research paradigms and learning theories. The journal does not proselytize on behalf of the technologies (whether they be mobile, desktop, interactive, virtual, games-based or learning management systems) but rather provokes debate on all the complex relationships within and between computing and education, whether they are in informal or formal settings. It probes state of the art technologies in Computing Education and it also considers the design and evaluation of digital educational artefacts. The journal aims to maintain and expand its international standing by careful selection on merit of the papers submitted, thus providing a credible ongoing forum for debate and scholarly discourse. Special Issues are occasionally published to cover particular issues in depth. EAIT invites readers to submit papers that draw inferences, probe theory and create new knowledge that informs practice, policy and scholarship. Readers are also invited to comment and reflect upon the argument and opinions published. EAIT is the official journal of the Technical Committee on Education of the International Federation for Information Processing (IFIP) in partnership with UNESCO.
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