Principals’ Technology Leadership: A Mixed Methods Case Study

Innovative leadership practices of principals involved in making school-wide improvements with technology in teaching and learning were examined using an explanatory mixed methods case study approach. Both quantitative and qualitative data were collected from principals and teachers in three school districts across Alberta over one school year using a variety of technologies for research. Ways in which principals utilize social and technological networks to support educational reform as a process of teaching and learning improvements were also explored. Key findings have implications for leaders, researchers and policy makers: (1) leadership preparation should focus on instructional leadership and increasing levels of technological fluency; (2) professional learning and growth for school leaders can be supported through online networks; and (3) school leaders need to make provisions for design based research, known as a collaborative partnership among practitioners and researchers for cultivating innovation in schools and advancing theory and practice in educational contexts.