There is very little research into leadership in schools that has any focus on the connection of Information and Communications Technology and leadership. This means that there has been very little study done about the competence and confidence of Principals in their use of Information and Communications Technology, there is not much understanding of leadership in a virtual environment, and few of the models of middle management in schools deal specifically with Information and Communications Technology within the leadership context.

Despite the lack of research about ICT leadership, it has become increasingly apparent that leadership in the use of Information and Communications Technology is important for schools. The impact of Information and Communications Technology on the leadership of Principals has been significant.[i]

The ability to email or communicate to staff, regardless of their seniority or position in the school, means that “many staff in schools now have more access to Principals than any other time before”.[ii] It has become increasingly apparent that leadership in the use of Information and Communications Technologies is a key role for Principals and other leaders in schools. According to Smith “the importance of leadership cannot be underestimated in the change process. Leadership is not just exhibited by school administration but includes classroom leadership.”[iii] Separate studies in Australia and America stress the importance of the Principal when it comes to effective and appropriate use of Information and Communication Technologies in schools. [iv] [v] [vi]  Gurr comments that two of the crucial roles for Principals are in leadership and planning, and he makes the further point that Principals rely on staff to assist with technology.[vii] Schiller states that “Principals need to understand the capacities of the new technologies, to have a personal proficiency in their use, and be able to promote a school culture which encourages exploration of new technologies in teaching, learning and management.”[viii] An American study by Dawson and Rakes concluded that “as Principals become more adept at guiding technology integration, more efficient and effective technology use should become prevalent in schools.”[ix] A Principal cited in Yee’s research makes the point that all Principals should be expected to have some degree of skill with Information and Communications Technology use “if you don’t use it and have an understanding of what is possible; how can you possibly have a vision on how [ICT] can add value [to teaching and learning]?”[x] Although the role of the Principal in supporting Information and Communications Technology integration is established, very little research has been conducted in how the implementation strategies operate and the actual role of the Principal in the implementation of Information and Communications Technology.

Even though the Principal is not the only leader in the school, no-one doubts the importance of the Principal in terms of leadership. Two of the studies mentioned above by Gurr and Dawson and Rakes highlight the fact that Principals are often not experts in the use of Information and Communications Technologies. Schiller believes that Principals have not been prepared for their “role as technology leaders, nor have they had opportunities for meaningful experiences in using computers with children.”[xi] This means that there is an expectation that a person with minimal Information and Communications Technology experience is expected to make major financial, pedagogical, developmental decisions based on the fact they are appointed the Principal. As Information and Communications Technology can be such a minefield, some Principals rely on advice and guidance given by staff or “over-eager” sales people who have their own vested interest. This creates two problems. The first problem revolves around this potential lack of expertise. Dawson and Rakes emphasize the importance of Principals receiving professional development to enhance their own use of Information and Communications Technology, because they argue that when Principals improve their own skills they make better decisions about the deployment and integration of Information and Communications Technology in their schools. In essence, this implies that the Principal is the one with the vision and that he or she does not require enhanced skills in Information and Communications Technology in order to articulate that vision fully. This raises the question as to what schools are to do in terms of integrating Information and Communications Technology into the curriculum whilst they wait for the Principal to receive professional development.

By highlighting the reliance the Principal places on others for decisions with respect to technology, Gurr reminds us that the Principal does not make all the decisions, but frequently delegates authority to others. [xii]  There is, however, an obvious problem here. When delegating leadership, or relying on others for advice in the area of Information and Communications Technology, who does the Principal turn to? The answer to this question is to be important because whoever is providing the advice to the Principal is likely to be the person setting the agenda. For example, where decision-making about computers in the curriculum is seen purely in financial and resource terms, the Principal is likely to rely on the Business Manger or the Information Technology Services Manager. Conversely, if the provision of Information and Communications Technology is a curriculum matter, then the Principal would logically turn to his/her curriculum middle managers.

There is a need for continuous and sustained access to professional development in Information and Communications Technology for teachers and Principals. The problem, though, is that many Principals are uninformed about the uses of technology in the classroom at a micro and macro level and thus would prefer to delegate it to staff who demonstrate expertise in that field.  In Thomas’ report titled Educational Technology: Are School Administrators Ready For It? the superintendent in an American school comments that “there are too many ‘new’ things emerging – hardware and software. It is impossible to be familiar with all of these.”[xiii] The delegation of leadership, which is necessary with respect to technology within a school, is important. Dawson and Rakes state that “too many Principals are uninformed about and uninvolved in the role technology plays in their schools. Many Principals still have little firsthand experience with technology. As a result, they find themselves facing the daunting challenge of guiding their school through a change process for which they are essentially unprepared as the school’s attempt to integrate instructional technology.”[xiv]

A problem arises when Principals do not have an understanding or an appreciation of how to use the technology within a classroom. They may make poor decisions, perhaps spend money on unnecessary hardware and software, or to the other extreme, not provide any funds to purchase technology. From a Principal’s perspective,  Schiller notes that “Principals identified concerns about: access to and maintenance of appropriate hardware, software, apprehension about personal computer use, providing appropriate staff development programs, and coping with strategic planning processes required to integrate ICT into teaching, learning and management practices.”[xv]

In summary, Principals are aware that they have limitations; however, “considerable ongoing, professional development opportunities need to be provided for Principals.”[xvi]  Principals need to have first hand understanding of Information and Communications Technologies and the benefits that are derived from its use in the classroom.

Dr Therese Keane