As AI rapidly transforms digital technologies education, school leaders play a crucial role in making sure these investments have a strong ROI – both financially and in the classroom.
Indeed, the ballooning edtech market, and the subsequent proliferation of devices into schools worldwide, presents some unique challenges and opportunities for principals.
A landmark report released by the World Economic Forum in April 2024 detailed four key promises that have emerged for AI to enable ‘Education 4.0’ – a framework for schools to modernise education so it aligns with the demands of the Fourth Industrial Revolution.
The WEF’s paper identified these four key promises as supporting teachers through augmentation and automation; refining assessment and analytics in education; supporting AI and digital literacy; and personalising learning content and experience.
But despite these ‘promises’, a recent survey of school leaders in the ‘global south’ reveals that increasing administrative burdens, limited access to technology, and inadequate training are hindering school leaders from effectively using technology in their roles and making sure it delivers its intended results in the classroom.
Recognising these challenges, Global School Leaders (GSL) and its partners are working closely with school leaders across the Global South who are navigating the ever-evolving role of technology.
Recently, GSL launched the final report from its Promoting Understanding of Leadership in Schools survey (PULS) survey, now in its 5th edition that includes responses from over 6,000 school leaders across 20 countries.
The survey provides data on school leaders’ perspectives on technology and how they are leveraging it to support students and teachers. At its core, the survey brings to light the real-world experiences and challenges of these leaders as they work to integrate technology in meaningful ways.
Heavy administrative workloads ‘a recurrent theme’
GSL CEO, Camila Pereira said the heavy administrative burden on school leaders is a recurrent theme the organisation has been hearing in the PULS Survey year after year. However, she pointed out that the research shows some promising strategies for easing the pressures on busy principals.
“One of these is strategies involves fostering strong peer networks to enable principals to support one another in managing their administrative loads,” Pereira told The Educator.
“Principals can also benefit from guidance on manageable instructional leadership, specifically on how to make tasks like observation and feedback more time-efficient and non-threatening.”
Pereira said shared leadership is another important way for principals to reduce the pressures of the job, and said leaders should be supported on how to do this.
“However, it is not all up to principals to manage their time – government action is also crucial,” she pointed out.
“If governments reduce data demands on schools and provide streamlined processes for the data they absolutely do need, leaders could reclaim valuable time to support teachers and students.”
Leaders need tech training beyond classroom basics
The PULS survey found that in addition to classroom basics, school leaders need training in digital tools for strategic planning, classroom observation and feedback, and effective management of data, resources, and finances.
“Beyond tool-specific knowledge, such training can equip leaders with essential skills like data-driven decision-making, digital communication with school stakeholders, and efficient time management,” Pereira said.
“Furthermore, training can enhance their ability to assess their school’s unique needs, allowing them to align tech solutions to their specific context.”
Overall, says Pereira, effective training should “demystify technology”, build confidence, and foster a mindset of experimentation, recognising digital literacy as essential for strong educational leadership.
One of the report’s more encouraging findings was that that despite limited resources, schools in the global south are actively using available technology to improve teaching and learning.
“Targeted training to build school leaders’ and teachers’ confidence and comfort with technology can further support their instructional and administrative roles,” Pereira said. “Low-bandwidth or offline-first solutions are crucial for under-resourced contexts.”
An example of this was evident in Sierra Leone, where GSL developed an offline-first app to support school leaders of its partner National Youth Awareness Forum (NYAF) in strengthening Foundational Literacy and Numeracy in their schools.
“This app hosts learning videos and quizzes that can be accessed by school leaders without the need for constant internet access.”
Teachers must feel safe to experiment with tech
Pereira said while school leaders in the 2024 PULS Survey reported that most of their teachers are motivated to adopt technology in teaching and learning, fostering this motivation requires an enabling school environment where teachers feel safe to experiment and learn about new ways to integrate it into classrooms without the fear of failure.
“School leaders can build their confidence by helping them recognize the direct benefits of technology for student engagement and their own professional development,” she said.
“Celebrating successes with technology and creating peer networks within and across schools, where teachers mentor one another, can further enhance their comfort and confidence with technology in contexts where access is limited.”
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