Findings and derived challenges concerning how school leaders should support ICT integration at schools

Bibliographic Data

ID21695847
AuthorsDiana K Rojas Briñez (0000-0002-4187-4068, Doctorado en Educación y TIC (e-Learning), Universitat Oberta de Catalunya, Barcelona, Spain, corresponding author), Josep M Duart (0000-0002-5123-0370, Estudis de Psicologia i Ciències de l'Educaciót, Universitat Oberta de Catalunya, Barcelona, Spain), Álvaro H Galvis Panqueva (Conecta-TE, Vicerrectoría Académica, Universidad de los Andes, Bogotá, Colombia), Álvaro Galvis (0000-0001-8358-6227, Universidad de los Andes)
Year2023
Volume43
Issue5
Pages497-524
Publication date2023-10-20
Peer ReviewedYes
Open AccessNo
TypeARTICLE
VenueSchool Leadership and Management (JOURNAL)
Journal identifiersISSN: 1363-2434 • E-ISSN: 1364-2626
PublisherInforma UK Limited (PUBLISHER • GB)
DOI10.1080/13632434.2023.2237514
OpenAlexW4385283745
LanguageEN
Citations received2
References cited58

One of the biggest challenges during the COVID-19 pandemic was to integrate ICT (Information and Communication Technology) into remote teaching. As managers, school leaders play a principal role in deciding how to overcome this challenge. This study aims to identify how school leaders support ICT integration at schools. To do so, the authors conducted a systematic literature review (SLR). A literature search using the ISI Web of Science, SCOPUS, and the Education Resources Information Center (ERIC) yielded a total of 537 articles published between 2011 and 2020 (a manual search was undertaken between September 2020 – January 2021). The results suggest that school leaders influence ICT integration at schools in seven ways: encouraging ICT integration in the school community, facilitating ICT use, providing financial support, giving ICT training, collaboration, planning, and monitoring. The findings from this SLR provide valuable data, which could help authorities to evaluate school administrators’ roles in integrating ICT at schools. Additionally, policymakers can use the research results to provide a baseline for future assessments and guidelines for school leaders’ professional development. Finally, future research could examine the relationships between the factors identified in the SLR and how to measure school leaders’ support for ICT integration

Educational technology · Information and Communications Technology · Medical education · Pedagogy · Political science · Professional development · Public relations · Scopus · Sociology · Technology integration · Education and Digital Technologies · Education and Technology Integration · Gender and Technology in Education · Medicine · Psychology

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