A Comparative Study On Development Of School Technology Leadership In China, The United Kingdom And United States

Changing demands for talents in the information age presents a new challenge to school education, ICT in education in schools is a complex and difficult task, and the school technology leadership plays a key role on the integration of technology into basic education. But there is a significant gap between China and developed countries in the level of ICT in education, the development of school technology leadership in China is still in the initial period of exploration and development. Chinese policy makers of ICT in education, developers of programs on school technology leadership and relative researchers are focusing on some key points:What are the similarities and differences between the development of school technology leadership in China and developed countries, and what we can learn from them? How to lead the government and institutions grasp the direction of the construction of school technology leadership by policies, how to improve the organization system and standards to keep steady developments of school technology leadership, and how to implement development programs effectively to make an overall increase in development of school technology leadership.This study used methodology of literature research to analyze and conclude some policy recommendations about development of school technology leadership through strategy of ICT in education in China, the UK and USA, and to organize the supported institution system and standards of development of school technology leadership in this three countries, and then combined interviews to take a detailed analysis of three typical programs about development of school technology leadership in each of the three countries. After the basic analysis, the paper made a deep comparison and analysis on development of school technology leadership in policies leading, institutional guarantee, and project supporting in China, the UK and USA, and found some similarities and differences about development of school technology leadership in these three countries. For example, the attention degree and emphasis of the content of policy, the organization structure, the evaluating indicator of standards, and the object, content, training methods, evaluating methods and safeguards of programs about school technology leadership.Based on the analysis and comparison about process of the development of school technology leadership in China, the UK and USA, this paper summarized some useful experience. Such as, the UK and USA attached great importance to the strategic position of school technology leadership in their polices of ICT in education, encouraged cooperation and constructed student-centered standards and a diversified organization system in institutional guarantee of development of school technology leadership, and built multi-level training objectives and provided individual assessment methods in the implementation of school technology leadership programs. According to the practical situation in China, this study put forward several enlightenment from the experience of development of school technology leadership in the UK and USA. It suggested that China could take action in these aspects:(1) Attach great importance to the strategic position of school technology leadership in Chinese polices of ICT in education; (2) Strengthen multilateral cooperation, build a diversified organization system of educational technology leadership; (3) Pay close attention to visionary leadership of education administrators and the sharing of technology leadership; (4) Keep on perfecting the standard system of school technology leadership, and especially focus on students’ learning-centered goal-oriented; (5) Develop a self-review framework to support leaders evaluate ICT in education in their school; (6) Create a wide range of training methods and build multi-level training objectives in school technology leadership programs.