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Uses a descriptive survey with 129 directors from 76 schools in Menteşe district, Muğla (2013–2014), and a random sample of 74 directors. Employs Banoğlu’s (2012) “Technology Leadership Competencies” scale spanning visionary leadership, digital age learning culture, perfectionism in professional practice, digital citizenship, and systematic development. 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Data were collected using Banoğlu’s (2012) Technology Leadership Competencies scale with five dimensions.",{"name":119,"@type":110,"acceptedAnswer":120},"Which competency dimension did directors consider most important, and what correlations were found?",{"text":121,"@type":113},"Directors viewed systematic development as the most important dimension. Significant correlations were found between age and perfectionism in professional practice, and between in-service technology training participation and technology leadership aspects including visionary leadership and digital citizenship.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},602542,1792874766,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},962090883892,"https://ap-avatar.wpscdn.com/avatar/e00115db34f3e0f11b?x-image-process=image/resize,m_fixed,w_180,h_180&k=1790152879550218658","The Technology Leadership Competencies of Elementary and Secondary School Directors  \nAlper Yorulmaz*  \nMarmara University, Turkey  \nSüleyman Can**  \nMuğla Sıtkı Koçman University, Turkey  \nAbstract:  \nThe aim of this study was to investigate the elementary and secondary school directors’technology leadership competencies in relation to some demographic features such as age, length of service and the state of whether taking in-service technology training. The universe of the current study employing descriptive survey model was comprised of 129 school directors working at 76 elementary and secondary schools in Menteşe district of the city of Muğla in 2013- 2014 academic year. The sampling of the study consisted of 74 randomly selected school directors. As the data collection instrument, “The Scale of Educational Directors’ Technology Leadership Competencies” developed by Banoğlu (2012) was used. This scale has five dimensions that are visionary leadership, digital age learning culture, perfectionism in professional practice, digital citizenship and systematic development. Within the context of the current study, the correlations between the directors’ technology leadership competencies and gender, age, length of service and the state of whether taking in-service technology training were analyzed through t-test and One Way ANOVA. The findings of the analyses revealed that the dimension viewed to be the most important by the directors is systematic development. Moreover, a significant correlation was found between age and perfectionism in professional practice and between the state of whether taking in-service technology training and technology leadership, visionary leadership and digital citizenship.  \nKeywords: Technology, Leadership, Director, Elementary Education, Secondary Education.  \n* Alper Yorulmaz, Research Assistant, Marmara University, Education Faculty, Elementary Education Program, İstanbul, Turkey  \n** Assoc. Prof. Dr. Süleyman CAN, Muğla Sıtkı Koçman University, Education Faculty, Elementary Education Program, Muğla  \nCorrespondence: [alperyorulmaz07@gmail.com](alperyorulmaz07@gmail.com)  \nIntroduction  \nTechnological developments experienced in this information age affect educational systems and accordingly teaching and learning process. As a result of changes occurring in the field of technology, school directors’ managerial support for the acquisition of educational technologies by schools, updating the existing technologies, the recruitment of specialized personnel, the use of new tools and equipments by teachers and the training of teachers (BrooksYoung, 2002; Eryaman, 2006, 2007; Tan, 2010) . Therefore, schools need to be managed in a technology-friendly manner and should have a good technological infrastructure. In order establish such a good infrastructure, school directors need to lead their schools in this direction (Akbaba and Altun, 2002; Brooks-Young, 2002; Akbaba-Altun and Gürer, 2008; Can, 2008; Hacıfazlıoğlu, Karadeniz and Dalgıç, 2010; Sincar, 2010; Bülbül and Çuhadar, 2012) . As a newtype of leadership for school directors, technology leadership is defined by Tanzer (2004) as “the person who takes the initiative in the effective and efficient use of technology in the organization, influences, directs and manages the organization in this direction”(cited. Akbaba-Altun, 2008) . Technology leadership in education is an integrated process involving the motivation of the associates at school for learning, utilization and integration of technology into the environments they are working (Hacıfazlıoğlu et al., 2011a; Hayytov, 2013) . In this connection, technology leadership of educational directors is of great importance in terms of the execution of the education system planned within the school, the effective and efficient use of technology during education, instructional and evaluation activities, the encouragement of the personnel working for the integration of technology into system and the provisio","cbCaigT2LbR2B1di","https://ap.wps.com/l/cbCaigT2LbR2B1di","pdf",553279,15,"English","# Introduction\n## Technology leadership and educational technology\n## Roles of school directors as technology leaders\n## Standards and competency dimensions","[{\"question\":\"What is the study’s main purpose?\",\"answer\":\"To examine elementary and secondary school directors’ technology leadership competencies and how they relate to demographic features and participation in in-service technology training.\"},{\"question\":\"How were the directors selected and what data was used?\",\"answer\":\"The study used a descriptive survey model with 129 directors from 76 schools; a sample of 74 randomly selected directors participated. Data were collected using Banoğlu’s (2012) Technology Leadership Competencies scale with five dimensions.\"},{\"question\":\"Which competency dimension did directors consider most important, and what correlations were found?\",\"answer\":\"Directors viewed systematic development as the most important dimension. Significant correlations were found between age and perfectionism in professional practice, and between in-service technology training participation and technology leadership aspects including visionary leadership and digital citizenship.\"}]","The Technology Leadership Competencies of Elementary and Secondary School Directors | PDF",1792094845,38]