New Technology Impact on Education Leaders at Schools: Survey Results - Essay Sample

Introduction

From the questionnaire, 33.33% of the respondents strongly agreed, agreed, and somewhat agreed that the new technology had changed the role of the education leaders at schools.

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According to the data, there is a likelihood that the new technology has changed the role of the education leaders at schools. Majority of the respondents (66.67%) were sure of their responses whereas 33.33% had a weak feeling that the new technology has changed the role of the education leaders at School. Based on the majority response, the new technology has changed the role of the education leaders at School.

All the participants agreed on two things. Firstly, the use of technology has improved the performance of students in Dubai private schools. Secondly, the use of technology provides solutions that help principals solve many educational problems in Dubai private schools. 33.33% agreed that technology promotes positive communication between teachers and principals. Another 33.33% strongly agreed on the same. The rest of 33.33% somewhat agreed on the subject.

Again, 66.67% of the respondents were sure that technology promotes positive communication between teachers and principals, while 33.33% were not sure whether or not technology promotes positive communication between teachers and principals. Since most of the respondents were convinced, it can be concluded that technology promotes positive communication between teachers and principals. Therefore, technology has a significant impact on educational leaders.

All the participants agreed on two things. Firstly, the use of technology has improved the performance of students in Dubai private schools. Secondly, the use of technology provides solutions that help principals solve many educational problems in Dubai private schools. 33.33% strongly agreed that technology promotes positive communication between teachers and principals. Another 33.33% agreed that technology promotes positive communication between teachers and principals, while the rest of 33.33% were not sure whether or not technology promotes positive communication between teachers and principals.

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 to 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. One participant strongly agreed, and another agreed that technology in learning institutions is essential for school leaders and principals. The other participant 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 handheld 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. 66.67% of the respondents agreed that online classes would increase in Dubai Private Schools. The other 33.33% failed to respond to this question

E-learning has taken its course in Dubai private and public schools, especially with the spread of 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 future to enable students to learn at 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. One participant strongly agreed. Another participant agreed. One participant 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. One respondent strongly agreed, one agreed, and one 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. One respondent (33.33%) strongly agreed while two participants (66.67%) agreed that the use of technology could encourage learning at School.

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 has the potential of stimulating learning at School.

Fast Track the Future Changes

The questionnaire indicated that most of the current schools' principals and teachers are equipped to fast track the changes in the future. Two of the participants, representing 66.67%, agreed that most of the current schools' principals are equipped to fast track the changes in the future. One participant did not respond to this question. 66.67% was sure that most of the current teachers are equipped to fast track the changes in the future while 33.33% stated that most of the current teachers are somehow equipped to track the changes in the future.

Based on the data, most of the current schools' principals and teachers are equipped to fast track the changes in the future.

Effect of the Paradigms of the Future

66.67% of the participants agreed that the paradigms for the future would affect the learning outcomes in Dubai private schools. 33.33% neither agreed nor disagreed with the statement. Future paradigms may imply future ideas intended to promote education in Dubai schools. Teachers and principals can implement them. The paradigms for the future will affect learning outcomes in Dubai Private Schools because educational leaders will change their thinking about learning.

Schools in the future invest heavily in learning systems, applications, and software.

The participants (33.33%) strongly agreed, agreed and neith...