A survey was conducted among 30 participants with different positions in the school. This included 22 principles, five vice principals, 1 IT coordinator, one head of academic affairs unit, and one head of services and student affairs. The survey used 30 closed-ended questions that did not need explanations. The survey aimed to find out the participant's view on the role of the educational leaders as a Technology navy in Dubai schools. Findings suggest that the educational leaders in Dubai schools play significant roles in integrating technology, promoting the training of students and teachers on the use of technology, and enhancing e-learning.
From the survey, 37.5% of the participants (6 participants) strongly agreed that the new technology had changed the role of the education leaders at schools. 37.5% (6 participants) agreed, 18.75% (3 participants) somehow agreed, but 6.25% (1participant) disagreed.
According to the data, a new technology has changed the role of the education leaders at schools. The majority of the respondents (75%) were sure of their responses, whereas 18.75% had a weak feeling that the new technology has changed the role of the education leaders at school. 6.25% of the participants totally disagreed with the statement. Based on the majority response, the new technology has changed the role of the education leaders at school.
Most of the participants agreed on two things. Firstly, the use of technology has improved the performance of students in Dubai private schools (18 participants or 76%). Secondly, the use of technology provides solutions that help principals solve many educational problems in Dubai private schools (23 participants or 76.67%). 56.67% of the respondents agreed that technology promotes positive communication between teachers and principals. Since most of the respondents were convinced, it can be concluded that technology promotes positive interaction between teachers and principals. Therefore, technology has a significant impact on educational leaders.
The advancement of technology has helped to improve how teachers and principals communicate with each other (Afshari et al., 2009). Cell phones, emails, and social networking websites are some examples of electronic communication devices that improve the passage of information from one person to the other(Anderson & Dexter, 2005). They make information more accessible and convenient. In Dubai schools, teachers and principals use these devices to communicate efficiently.
Their presence promotes positive communication between teachers and principals. In doing so, they provide solutions that help principals solve many educational problems in Dubai private schools. Effective and efficient communication between teachers and principals also improves the performance of students in Dubai private schools. Therefore, technology has a positive impact not only on educational leaders in Dubai schools but also to the performance of students.
Participants were also asked whether Continuous learning sessions about technology in learning institutions necessary for school leaders and principals. Ten participants (33.33%) strongly agreed, 12 (40%) agreed, 2 (2.67%) neither agreed nor disagreed, and another two respondents (6.67%) somehow agreed that technology in learning institutions is essential for school leaders and principals. About 4 participants (13.33%) did not respond to this question.
Principals and school leaders can use technology to promote e-learning. Banoglu (2011) noted that technology infuses classrooms with digital learning tools such as computers and hand-held devices. These devices help school leaders to deliver demonstration lessons in which students effectively learn using technology.
Another question that focused on the role of educational leaders as a technology navy in Dubai schools was whether the number of online classes would increase in Dubai private schools in the future. 33.33% of the respondents strongly agreed that online classes would increase in Dubai Private Schools. Another, 33.33% agreed. 20% somehow agreed. However, 13.33% failed to respond to this question.
E-learning has taken its course in Dubai private and public schools, especially with the spread of the COVID-19 epidemic. Currently, the Ministry of Education and Dubai, Abu Dhabi, and Sharjah's education regulators are yet to inspect schools to determine how well they are delivering e-learning(Nassir, 2020). With the development of e-learning accompanied by the spread of COVID-19, online classes in Dubai will increase in the future to enable students to learn in the comfort of their homes. Online learning will likely continue even after COVID-19 is contained when it is proven efficient for students.
Respondents were also asked whether the decision-making process of educational leaders utilizes on technology. 13 participants strongly agreed. Another 13 participants agreed. Four participants did not respond to the question.
Research shows that technology can transform teaching by introducing a new model of connected teaching (Cakir, 2012). This model links teachers to their students and to professional content, materials, and systems to improve teaching and learning(Costello, 1997). In other words, technology makes information available to teachers, helping them to improve the quality and speed of decision-making. It also makes it easier for educational leaders to collaborate so that they can make joint decisions.
Another question used to explore the role of the educational leaders in the future schools as a technology navy in Dubai schools was whether Technology training received by principal influence the integration of technology into classrooms. Twelve respondents (46.86%) strongly agreed, 7 (25%) agreed, 2 (7.14%) neither agreed nor disagreed, and 7(25%) somewhat agreed.
According to the responses, it can be concluded that technology training received by principal influence the integration of technology in the classroom. Today, principals play a role as technology leaders in the school. To be a leader of technology, the principal must be willing to learn, be flexible, and have the ability to accept change as a constant factor(Daraghmeh & David, 2017). Due to a continuous change in technology, principals as leaders of technology must be long-term learners and explorers of the new technology.
Respondents were also asked whether the use of technology has the potential of stimulating learning at school. Fourteen respondents (46.67%) strongly agreed, while 12 participants (40%) agreed that the use of technology could encourage learning at school. 2 respondents (6.67%) neither agreed nor disagreed. The other participants (6.67%) somewhat agreed.
Davies (2010) asserted that technology in education enables students to adjust to their own pace of learning. Students who require additional time can spend more time going over exercises until they understand, while those who need less support can continue ahead. Technology also frees up the teacher to help students who need more assistance on a personal level(Flanagan & Jacobsen, 2003). One of the benefits of technology in the classroom is that it improves engagement. When teachers integrate technology into lessons, students become more interested in the subjects they are studying (Gencer & Samur, 2016). Technology also improves knowledge retention, encourages collaboration, and enables students to learn useful life skills. Based on these benefits, it is safe to state that the use of technology...
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