THE USE OF NEW TECHNOLOGIES IN GREEK SCHOOLS: TEACHERS’ PERSPECTIVES CONCERNING NEW TECHNOLOGIES AND THE SCHOOL PRINCIPAL’S ROLE AS A TECHNOLOGY LEADER

This study examines the perspectives of Greek teachers in the use of new technologies in (a) the instructional process and (b) the administration of their schools.
In Greece the use of new technologies in schools has been mandated for both the educational process and administrative work. According to the latest legislation by the Greek Education Minister, schools must provide an environment of synergistic learning coupled with learning via the Internet, and must computerize daily administrative work. Given these edicts, school principals and teachers must be able to use new technologies extensively and competently.
The work reported here was designed to investigate school leaders’ readiness for using new technologies in administrative work, as well as teachers’ readiness to incorporate new technologies into their teaching. For this purpose I used the School-Level Technology Leadership Environment Questionnaire (SLTLEQ) that was adapted for the needs of this research. The sample consisted of school teachers from three prefectures in central Greece.
The teachers’ perceptions were, first of all, that 48% of the school principals were using new technologies in their daily administrative activities, and that an almost equal percentage of school leaders appeared to be hesitant to use of new technologies and/or were not familiar with them. Second, the data indicated that the teachers themselves had a positive attitude towards the use of new technologies in classrooms. However, the data also indicated that only those with special training and knowledge had managed to integrate the new technologies successfully in their daily practices. Further, half the teachers in the study believed that the use of new technologies increased students’ motivation, and an almost equal percentage thought that using new technologies made their work more interesting.
In conclusion, this investigation suggested that the use of new technologies in Greek schools is a reality, but much needs to be done before they will be fully integrated into the curriculum. The study also indicated that school principals and teachers need to be trained for and need to be supported continually in their efforts to use new technologies. It seems that the Greek Ministry of Education is moving in the right direction, but coordinated efforts are required by all three levels of education (policy makers, school system administrators, and school personnel) for full integration to be achieved.