面對科技時代的來臨,校長需要扮演變革的催化者以導入科技於教學場域,以引領學校成員追求進步與革新。因此,近年來校長科技領導之議題愈益重要。本研究植基於詮釋質性研究取向,運用多重個案研究方法,針對臺灣高級中學校長之科技領導模式進行研究。本研究對六所公立高中進行個案研究,資料蒐集主要採用參與觀察、訪談、文件檔案等方法,對資料進行蒐集、分析及歸納後,描繪出個案學校校長的科技領導理念及行為。之後進一步進行跨個案的彙整與討論,最終建立校長科技領導之模式。本研究將個案學校校長的科技領導理念及行為,歸類為六大面向,分別是(1)系統化思考與管理;(2)引領創新思維,建構學校願景;(3)尊重成員因勢利導,展現關懷;(4)強化公共關係,爭取外界資源;(5)發揮個人專長,營造特色發展項目;(6)營造數位環境,建構支持系統。最後獲致下列結論: 一、校長的科技領導理念及行為歸類為六大面向。 二、採用科技回饋系統模型為主要架構以建立校長科技領導模式。 三、校長科技領導採科技之系統性思考,不限於教育科技面向。 四、校長進行科技領導多視自已專長面向,視學校氛圍及條件,選擇可切入之角度,加以推展。 五、科技導入採用謹慎的的評估機制,由下而上形成共識後再推動。 六、校長已進行科技領導的實際運作,但仍欠缺對科技領導的系統性深入理解。 最後,根據研究結果,針對高中校長、教育行政主管機關及後續研究分別提出具體建議。
This multiple-case study was aimed at determining the dimensions of technology leadership of high school principals in Taiwan. The overall study was qualitative in nature. The subjects were six public senior high schools. Data were collected through observation, interview and documentation review. The key findings presented in this study were: (1)Principals’ technology leadership consists of six dimensions. (2)Technology feedback system model serves as a framework with which principals build their leadership model. (3)Systems thinking adopted in principals’ technology leadership can be applied to other educational fields as well as educational technology. (4)Principals administer and promote technology leadership based on their own specialty and school context. (5)A bottom-up approach is most commonly adopted while principlas introduce technology in school. (6)Lack of an in-depth understanding of technology leadership systems is a major problem among principals who have practiced technology leadership in schools. Based on the findings, suggestions were offered to senior high school principals and education bureau to promote the practice of technology leardership in schools.