| Summary: | Thesis (M.Ed.)--Memorial University of Newfoundland, 2011. Education Bibliography: leaves 123-127. In Iceland and Newfoundland and Labrador, the principals of K-12 and compulsory schools have no alternative but to use technology. The onus is on them to use networks and web-based systems that provide their schools with an effective learning environment. If schools are to be able to function in today's society with its new and emerging technology, principals need to be able to lead the way. -- The purpose of the study was to investigate the role of principals in Iceland and Newfoundland and Labrador, focusing on their use of technology. The research contributes to the knowledge in this area and by comparing the roles of principals, both jurisdictions obtain a new vision of how school administrators' use of technology can be developed and improved in the future. -- This qualitative study uses a phenomenological design and the main sources are interviews with six principals, in the jurisdictions of Iceland and Newfoundland and Labrador. The emphasis of the study is to find out how principals enhance their role through technology, if they perceive that using technology makes them more effective, how they use technology in their everyday work, and if principals from both jurisdictions can learn from each other. -- The findings indicated that principals in both jurisdictions need more support and constant training to perform their roles as technological leaders in schools. Moreover, it revealed that technology is one of the major cores in school principals' day-to-day job, and that technology makes the work of principals more efficient in today's K-12 and compulsory schools. -- Keywords: Principals; technology; administration; effectiveness; technology use; technology training; technology support; professional development; K-12 schools; compulsory schools; education authorities
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