體驗區
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| 篇名 |
後疫情時代數位轉型之校長科技領導個案研究
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| 並列篇名 |
A Case Study on Principal’s Technological Leadership in Digital Transformation in the Post-Epidemic Era
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| 作者 |
劉建成(Jian-Cheng Liou)
、陳成宏(Cheng-Hung Chen)
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| 中文摘要 |
後疫情時代的學校治理尤重數位環境的轉型，其中校長的科技領導當居關鍵地位，一位具有科技領導觀的校長，不啻更有能力發展策略來創造學校的數位轉型環境，有效整合科技應用來提供豐富多元的學習體驗，確保學生能夠迎接數位科技時代的挑戰。本研究旨在探討一所國中數位前導學校在應對後疫情時代數位轉型所面臨的困境與挑戰，以及校長在科技領導所採取的的因應策略。研究結果顯示，個案學校在推動數位教學的困境與挑戰包括：一、數位教學現場狀況不易掌握，教學品質難以兼顧；二、面對支援教學與設備管理維護兩大問題，校內數位專業人才難覓；三、數位轉型速度令教育現場應變相對緩不濟急；四、資訊設備汰舊及更新速度過快，必須面臨龐大的經費壓力；五、慣性消極的學校組織文化，教師擔憂改變將帶來負面結果。為因應學校所遇到的困境與挑戰，校長所採取的科技領導因應策略，包括：一、擁有清晰科技願景方向，制定合宜評估機制以掌握數位教學成效；二、校長擔任科技專業領航，協助引領成員專業成長與數位培訓；三、激勵教師持續創新與精進，充分掌握數位趨勢與脈動；四、積極爭取各項經費挹注，用心盤點校內可用財源投入；五、善用人際溝通技巧解決困難，將問題視為進步的動力。
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| 英文摘要 |
In the post-pandemic era, school governance places particular emphasis on the transformation of digital environments, where the principal’s technological leadership plays a crucial role. A principal with a perspective on technological leadership is not only capable but also adept at developing strategies to create a digital transformation environment within the school. By effectively integrating technological applications, such a principal can provide diverse and enriching learning experiences, ensuring that students are equipped to meet the challenges of the digital technology era. This study aims to explore the difficulties and challenges faced by a junior high school designated as a digital pioneer school in responding to the digital transformation in the post-pandemic era, as well as the coping strategies adopted by the principal in technological leadership. The research findings indicate that the challenges and obstacles encountered by the case study school in promoting digital teaching include: 1) difficulty in grasping the situation of digital teaching on-site, leading to challenges in maintaining teaching quality; 2) difficulties in finding internal digital professionals to address both teaching support and equipment management and maintenance; 3) the relatively slow pace of adapting to the speed of digital transformation, resulting in insufficient response in the educational field; 4) the pressure of substantial funding required for the rapid replacement and update of information equipment; 5) the inertia of passive school organizational culture, with teachers worrying that changes will bring negative results. To address the challenges faced by the school, the principal has adopted the following technological leadership coping strategies: 1) possessing a clear vision of technology direction and establishing appropriate evaluation mechanisms to assess the effectiveness of digital teaching; 2) assuming the role of a technological professional navigator, assisting in guiding members’ professional growth and digital training; 3) motivating teachers to continuously innovate and improve, fully grasping digital trends and pulses; 4) actively seeking various funding sources and carefully inventorying available resources within the school for investment; 5) utilizing interpersonal communication skills to resolve difficulties and viewing problems as a driving force for progress.
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| 頁次 |
051-076
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| 關鍵詞 |
後疫情時代
、數位轉型
、校長科技領導
、Post-Epidemic Era
、digital transformation
、principal’s technological leadership
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| 卷期 |
151
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| 日期 |
202405
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| 刊名 |
學校行政
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| 出版單位 |
社團法人中華民國學校行政研究學會
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| DOI |
10.6423/HHHC.202405_(151).0003
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