Abstract

This research explored how digital leaders, being teachers responsible for integrating technologies into teaching, envisaged their roles. Bottom-up content analysis of metaphors from 55 digital leaders revealed a typology describing them as change agents across three ‘extent’ and two ‘depth’ dimensions. Most leaders described the extent of change associated with their role consistently with the Islands of Innovation and Comprehensive Innovation frameworks, rather than the broader School Communities of Innovation approach. Most metaphors reflected superficial change rather than fundamental change. Although the digital leader role was created to spur innovative change, this is not how most educational practitioners envisage it.

摘要

这项研究探索了作为负责将技术集成到教学中的老师的数字领导者如何设想他们的角色。自下而上地对55位数字领导者的隐喻进行内容分析，发现了一种分类学，将其描述为跨越三个“范围”和两个“深度”维度的变革推动者。大多数领导者描述了与创新之岛和综合创新框架一致的角色作用相关的变化程度，而不是更广泛的创新学校社区方法。大多数隐喻反映的是表面变化，而不是根本变化。尽管创建数字领导者角色是为了刺激创新变革，但这并不是大多数教育从业者所设想的。