How Educational Leaders can inspire change in classrooms today

By Michael Hilkemeijer

 

 

Guiding Schools Through the Digital Transformation

Educational leadership has always been central to shaping schools, setting direction, and creating a culture that supports both teachers and students. In today’s context, it carries even more weight. Strong leadership is linked directly to student outcomes, teacher growth, and the overall success of educational initiatives (University of Canberra, 2023; ACECQA, 2019). This is why leadership is considered the second most important in-school factor influencing student achievement, only after teaching quality (Leithwood et al., 2004).

 

Understanding why educational leadership is important begins with recognising that schools are complex environments. Leaders make decisions that affect curriculum design, staff development, student wellbeing, and parent engagement. Their influence stretches far beyond day-to-day administration. Leaders are change agents, vision builders, and mentors. Without clear leadership, efforts to improve teaching and learning – particularly through the use of technology – often fail to deliver the outcomes they promise.

 

 

The Shifting Role of the Leader

The expectations placed on today’s leaders are evolving rapidly. Traditionally, leadership focused on managing school operations, ensuring compliance, and maintaining order. Now, there is an increasing demand for leaders to also provide strategic direction, particularly when it comes to technology.

 

The role of the educational leader is not confined to management. It includes fostering innovation, empowering teachers, and aligning practices with a broader vision for learning. In this sense, leaders are guides who help staff navigate complex challenges while staying focused on long-term goals (Goodstart, 2021; ACECQA, 2019).

 

Crucially, leaders now face the responsibility of ensuring that technology is integrated into classroom practice in ways that genuinely enhance learning. This requires vision, intentional planning, and the ability to inspire colleagues to see the value of change.

 

 

 

Focusing on Technology Integration

Leadership in the digital era demands a deep understanding of how technology supports learning. Research shows that when schools have strong technology leadership, they are more likely to adopt tools that improve teaching practices and enhance student engagement (Raman & Thannimalai, 2019; Tan, 2020).

 

This form of leadership goes beyond purchasing devices or installing software. It’s about shaping a school-wide vision for digital learning, modelling effective use, and creating an environment where teachers feel supported to innovate. Technology leadership in education is about aligning digital tools with pedagogy, supporting staff with meaningful professional development, and using evidence to track impact on learning.

 

 

 

Leading Change with Confidence

Every leader understands that introducing new practices – particularly those involving technology – brings challenges. Resistance is natural. Teachers may feel uncertain about new tools or worry about their workload. Parents may have concerns about screen time. Students may not always use technology productively.

 

This is where educational leadership and change intersect. Effective leaders anticipate challenges and provide reassurance. They model openness to learning, communicate why change is necessary, and build a culture where experimentation is encouraged. Transformational leadership approaches, which focus on vision, inspiration, and support, have been shown to be especially effective in driving school-wide technology adoption (Schmitz et al., 2023).

 

Leaders who view change as an opportunity rather than a threat set the tone for their staff. They make it clear that integrating technology is not about replacing teaching practices but about enriching them.

 

 

 

 

Connecting Leadership Principles to Practical Support

The ideas discussed above – the importance of leadership, the evolving role of leaders, the emphasis on technology, and the responsibility to guide change – are not abstract. They are directly connected to how leaders can grow in practice and how their schools can benefit from structured support.

 

The ICT in Education Teacher Academy embeds these principles into its resources and tools. It gives leaders a framework for professional growth and provides practical strategies to guide their staff. The table below shows how the key ideas explored in this blog are embedded within the membership.

 

Leadership Focus	Practical Meaning for Leaders	How It’s Embedded in the Academy
Understanding why leadership matters	Leadership influences culture, vision, and outcomes for staff and students.	Leadership workshops and reflection tools help align leadership practices with school improvement goals.
Evolving role of the leader	Beyond management: mentoring staff, fostering innovation, and guiding vision.	Success Path framework shows leaders how to build digital confidence across their school in clear, staged steps.
Emphasis on technology integration	Creating a vision for digital learning, modelling effective use, and supporting staff.	Vision Planner and PD Tracker help leaders design, monitor, and evaluate technology integration efforts.
Guiding change with confidence	Overcoming resistance, inspiring colleagues, and sustaining momentum.	Change leadership resources, peer collaboration tools, and mentorship logs help track engagement and support staff.

 

 

 

Why This Matters for Leaders and Their Teams

For leaders, the value lies in having a clear pathway to follow. Instead of facing the challenges of technology integration alone, they can draw on resources that structure the process and provide tools for reflection, planning, and evaluation. This saves time, reduces uncertainty, and builds confidence.

 

For staff, the membership creates a shared framework. Teachers gain access to practical lesson plans, targeted professional development, and collaborative spaces where they can share ideas. This means that the leader’s vision is supported with concrete resources that colleagues can apply in their classrooms.

 

For the whole school, these resources ensure that technology is not implemented in isolation. They help schools align their technology use with curriculum goals, professional standards, and student needs. This makes it possible to achieve a collective vision for digital learning that is both sustainable and impactful.

 

 

Conclusion

Educational leadership is the cornerstone of effective teaching and learning. Its importance is amplified in the digital era, where leaders must take on the responsibility of guiding technology integration with vision and confidence. The ICT in Education Teacher Academy provides leaders with the structured support they need to turn these principles into practice, ensuring that both they and their staff are equipped to meet the challenges of modern education.

 

 

 

 

 

 

 

 

 

Building Capability for Digital-Age Teaching

One of the most important questions I’m asked by leaders is how to ensure that teachers are not only confident with technology but competent in applying it to improve learning. The answer lies in the ICT competency standards for teachers. These standards, developed internationally by UNESCO and adapted globally, give us a common language for digital-age teaching (UNESCO, 2022). They are not simply about knowing how to operate tools. They describe how teachers progress from using technology to present information, to designing rich problem-solving activities, and finally to enabling students to create new knowledge themselves.

 

The standards are organised across six domains: policy, curriculum and assessment, pedagogy, application of digital skills, organisation and administration, and professional learning. Within each, teachers move through three stages of development: knowledge acquisition, knowledge deepening, and knowledge creation (UNESCO, 2018; UNESCO, 2022). This progression matters because it shows how growth should be structured, supported, and made visible.

 

 

 

Why this matters for leaders

Whether I’m talking to a principal, a head of department, or a teacher stepping into leadership, the question is the same:

How do I embed these standards in my school so that growth is real and sustainable?

 

The responsibility sits with technology leadership in education. Research shows that when leaders create the right vision, provide professional learning opportunities, and set clear expectations, ICT standards shift from being policy documents to becoming lived classroom practice (Raman & Thannimalai, 2019; Tan, 2020).

 

For principals and deputies, this means ensuring professional development is aligned to whole-school goals and evidencing staff progress for accountability.
For heads of department and teacher leaders, it means guiding colleagues day-to-day—mentoring, modelling, and supporting team planning.
For aspiring leaders, it means building a portfolio of practice that shows competence in supporting colleagues as well as students.

 

In each case, the standards give us the what. Leadership provides the how.

 

 

 

The link to leadership development

Strong leadership does not just appear; it must be developed. International evidence highlights that leadership development in education is closely tied to professional learning (OECD, 2022). AITSL also emphasises that investing in leadership at every level multiplies impact—when leaders grow their capacity to mentor, coach and lead change, teacher practice and student outcomes follow (AITSL, 2017; 2020).

 

For me, this reinforces the importance of treating ICT standards not as checklists but as growth pathways—for staff and for leaders themselves. Leaders need access to tools and frameworks that make the standards actionable, trackable, and embedded in professional learning cycles.

 

 

Where this learning connects to practice

The ideas above are not abstract. They are embedded in the tools, resources, and processes of the ICT in Education Teacher Academy.

Focus from the standards	What leaders need to do	How it’s embedded in the Academy
ICT competency standards for teachers	Benchmark staff against stages and track growth across the six domains.	ICT Self-Assessment and PD Tracker align directly to UNESCO’s ICT-CFT, making teacher growth visible over time.
Classroom pedagogy and curriculum	Support teachers to move from using tools to designing ICT-enhanced lessons.	Lesson plan library (e.g. coding with Bee-Bots, AR activities, digital storytelling) shows what competencies look like in practice.
Professional learning and collaboration	Create opportunities for staff to learn from one another and sustain growth.	Community Forum, Peer Coaching tools, and Mentorship Logs embed collaboration into staff development.
Leadership development in education	Build capacity to lead change, mentor colleagues, and align ICT with school goals.	Vision Planner, Success Path, and Leadership workshops provide structured pathways for leaders at all levels.

 

 

 

 

 

The role of the workbook

What sets the Academy apart is the membership workbook. It translates these ideas into daily practice. Observation and assessment tables allow leaders to evidence teacher competency in lessons. Reflection prompts encourage staff to self-evaluate against ICT standards. Success Path stages give leaders and aspiring leaders a structured way to chart progress—from adoption to transformation.

 

• For a principal, this means having artefacts and reports to demonstrate growth across the school.
• For a head of department, it means tools for leading PD sessions, tracking peer coaching, and mentoring staff with confidence.
• For a teacher leader, it means building a credible portfolio aligned to global frameworks—strengthening their readiness for future leadership roles.

 

The workbook becomes the bridge between standards and practice—making what teachers and leaders do visible, measurable, and aligned to their goals.

 

 

Why this matters

When I step back, the value is clear. Teachers get clarity about what competence looks like and how to grow. Leaders get systems to plan, track, and evidence growth. Schools build a culture of innovation and accountability. And everyone works towards the same vision: technology integration that enhances learning rather than distracts from it.

 

The ICT competency standards for teachers define the “what.” Strong leadership defines the “how.” And the ICT in Education Teacher Academy provides the tools and workbook systems that make both achievable—for leaders, for their colleagues, and for their schools.

 

 

 

 

 

 

Leading Change in Technology Integration in ED

Change is an interest in the human experience. It is well-known that attitudes to it can be self-perpetuating. For many teachers or people in general, change is not easy to accept. However, teachers live and teach in a changing society. Education itself closely linked to change as it exists just like teachers in a world of change. This means that it is essential that it has to prepare its students for a life of change.

 

So educational changes are vital if you as the ICT leader of your school are to ensure that you promote a lasting change particularly as technology is constantly changing. If your aim is to maximise student learning through the integration and implementation of digital technologies throughout the curriculum, then the educational leadership skills found in this educational leadership course and below to be of much value to your professional learning.

 

First, it is important to define a few things like ‘what is educational leadership’ and ‘why is educational leadership important’?

 

Educational leaders create a vision for the school and guide its staff and its community towards that vision. They ensure academic success through the process, material, and training improvements. Effective leadership in schools is achieved in relation to the integration of digital technologies:

• Developing the vision together with the whole staff;
• Communicating effectively and supportively about the importance of technology integration;
• Leading by example and carrying the banner for technology integration at the school;
• Support technology integration;
• Provide professional development opportunities for teachers using technology in the classroom and;
• Secure resources to support technology use and integration.

 

These are the reasons why ICT leadership in education is important. In the early childhood and primary education sector, it is of increasing significance as the two combined are responsible for the foundations of learning progression in child ICT capability. ICT leaders, whether it will be the principal, the ICT coordinator or the learning technologies leaders, are responsible for promoting this lasting change.

 

Secondly, you need to understand the basis for change as a leader in education. At least two entities are involved in the change process – the individual and the group. Change happens for individuals when they encounter information that conflicts with their existing knowledge base. Groups encounter change as a result of disequilibrium or conflict with other groups and this can occur on a cultural level, technological level, or socio-economic level for example.

 

If you are one these people then you would do well to consider what is commonly described as the change equation:

• You could perhaps try the following to overcome such issues:
• Exploit teachers’ dissatisfaction with what they are doing at present.
• Attempt to create an image of what advantages to children and teachers the prosed change will mean.
• Convey some idea as to the steps that will need to be taken.

 

 

Time is certainly an issue when it comes to change. School leadership and management in relation to ICT needs to understand that today teachers are working harder than before. For change to be successful and sustainable, teachers need time to understand ICT and integrate ICT into their practice. It also needs:

A prudent focus on a manageable number of priorities rather than scattered attempts to change everything and;

To be supported by sufficient resources, high quality learning materials and PD for teachers using technology in the classroom.

(Hargreaves, 2003)

 

Time is a key problem for all teachers and there are very few teachers who will concede that they have enough during their workday. Any sort of change will place demands on their existing commitments and educational leadership needs to demonstrate patience and perseverance in “understanding what the change requires, working clumsily and less competently through the change’s first faltering steps and learning how to integrate the changes into existing routines so that they become as effortless as possible in their job” Hargreaves (2003, p.105). The teachers under your leadership in schools are not only the casualties but the catalyst of change and so leadership in education must adhere to these attributes.

 

 

 

 

 

 

Technology and Change

As discussed briefly earlier, technology plays a strong role in educational changes. There are five stages of change that depend on individual characteristics and innovation characteristics and are comprised of the following (Rogers, 1962 as cited in ICI Global):

1. Awareness.
2. Interest
3. Evaluation
4. Implementation.
5. Adoption.

 

In each of these stages, the educational leadership roles and that of teachers themselves include:

• Awareness – at this point there is no knowledge of a situation and educational leadership and management need to let staff know that something is happening. This will involve getting their attention one way or another.
• Information (receiving) – teachers begin to receive the information but don’t give any feedback. Educational leaders start by giving objective information through documents or presentations.
• Personal (responding) – teachers begin to react and communication is two-way. Educational leaders can optimise learning at this stage by showing the immediate benefits of the new information to the learner. Teachers need to know that support is available.
• Management – teachers try to fit information into their practice. It is better if they are supported in their practices by an instructor so that it will more likely that they will value that information and take intellectual risks.
• Consequence (valuing) – teachers may begin to question their return on investment. Educational leaders need to applaud this critical analysis and suggest alternative strategies.
• Collaboration (organisation) – teachers want to optimise new information integration at this stage and educational leaders should encourage them to support each other and share best practices through establishing networks that foster communities of practice.
• Re-focus – teachers become pro-active who work to sustain and institutionalise change for the entire organisation.

 

Such principles of educational leadership and management serves as a means for the effective integration of digital technologies in key learning areas.

 

 

For change to occur, there also needs strong leadership in teaching and learning too. Teachers themselves, who are not only the casualties but the catalyst of change in schools need to carry the mantel of practicing effective technology integration in the classroom.

 

 

 

 

 

 

 

 

 

 

Modelling Change

The leadership of change in schools must not come from both educational leaders and from the teachers. However, change must modelled by educational leadership and management.

 

As an educational leader, you need to promote technology in the classroom and you can do this in a number of ways:

• Focus on system improvement, where you provide leadership as a means to increase organisation through the use of digital technologies in the school.
• Put an emphasis on a purposeful change to ensure the achievement of the digital technology learning goals that you establish.
• With other educational leadership and management, collaborate to collect and analyse data that may increase both staff performance and student learning.
• Recruit personnel who are highly competent in implementing and using digital technologies and whose involvement will facilitate the attainment of learning goals.
• Consolidate partnerships to ensure that supports necessary to achieve systemic improvement overall.
• Develop and maintain an infrastructure that is supportive of teaching and learning with digital technologies.

(Hughes and Burke, 2014, p.92)

 

 

In this educational leadership professional development, we take this further in ensuring that you gain further expertise to achieve and sustain ICT capability when your staff integrates technology in the classroom. The educational leadership development that you will experience will ensure you lead purposeful change at your school.

 

 

If you are in leadership and education, here is what you can do according to Kennewell (2000):

• Ensure that financial support is available to update and maintain the equipment on a rolling program;
• Use ICT in your own administration and occasional teaching;
• Encourage teachers to attend all online professional development courses for teachers to enhance their own ICT capability;
• Work with small groups or individuals within the school system so that they are able to build the momentum and involve others in the process of change;
• Be involved in the practice of reflective and critical thinking about the culture and organisation of their schools, and about the ways in which this culture may need to change;
• Consider how the imposition of change can lead to low morale, dissatisfaction and reduced commitment by individuals within the school system;
• Win over the hearts and minds of teachers to the extent that they feel in control and have ownership of the new order;
• Demonstrate effective personal use of ICT and classroom organisation for student’s use of ICT;
• Be positive about integrating ICT rather than relinquishing responsibility to the ICT coordinator;
• Be enthusiastic in developing ICT capability in the curriculum and worked closely with the ICT coordinator to check the extent to which the agreed policy and schemes were being implemented in various departments;
• Recognise the need to pursue many other initiatives and plan to involve additional help in the monitoring process;
• Adopt an approach that involves some type of collaborative management to maximise the skills, commitment and energy of your staff to create a ‘potent and catalytic mix for successful change and development;
• Allow adequate time and resources but have deadlines and clear targets as well as the support required to achieve them.

 

 

 

 

 

Leading Change Through Professional Development

When we ask why is educational leadership important in the digital age, the answer is simple: without strong leadership, technology integration does not stick. Teachers may try new tools, but schools lack consistency, and the deeper benefits of digital learning remain out of reach.

 

This is why technology leadership in education matters. Leaders shape vision, culture, and practice. They create the conditions where colleagues feel confident to use technology in meaningful ways, where professional learning is aligned to standards, and where change is sustained rather than fading away.

 

 

From Change to Professional Growth

Every leader knows that change brings challenges. Resistance is normal; confidence varies among staff; progress is uneven. This is where educational leadership and change meet: the leader’s task is not only to define the vision but to guide staff through it.

 

The most effective way to do this is through education leadership professional development. Professional learning for leaders is not an optional extra—it’s the engine that sustains innovation. It equips leaders with the tools to mentor colleagues, build staff capacity, and track progress with evidence. For aspiring leaders, it provides the pathway into guiding others with confidence.

 

 

Why the Membership Is the Best PD

The ICT in Education Teacher Academy exists for one reason: to provide the most practical and complete form of leadership development in education for ECE and primary leaders. It is not a static resource hub; it is a professional development system aligned to international frameworks and Australian standards. Every feature—from the workbook to the Success Path—is designed to help leaders develop themselves and their colleagues.

 

Leadership Goal	Challenge Leaders Face	How the Academy Embeds the Solution
Building a vision for technology	Leaders struggle to turn aspirations into plans.	Vision Planner and guides support leaders to co-create actionable ICT visions with staff.
Improving teacher capability	Staff vary in confidence and growth stalls.	ICT Self-Assessment + PD Tracker give baselines and track progress; lesson libraries show practice in action.
Sustaining change	Change efforts lose momentum without structure.	Success Path maps adoption → adaptation → infusion → transformation.
Evidencing leadership impact	Leaders need proof for boards, accreditation, or career progression.	Workbook tools: mentorship logs, reflection prompts, radar charts produce evidence of leadership.
Supporting aspiring leaders	Teachers want a pathway into leadership roles.	Leadership workshops, reflection tools, and collaboration guides help build leadership portfolios.

 

 

The Technology Integrator’s Journey

What sets the Academy apart is that it doesn’t just hand you resources — it gives you a step-by-step pathway to becoming a confident technology leader. We call this the Technology Integrator’s Learning Journey to Transformation. It’s a progression of milestones that take you from first steps with digital tools, through building confidence, to ultimately leading change for your colleagues and school community.

 

Stage	What You Achieve	How It Helps Aspiring Leaders
Adoption	Learn to use ICT tools confidently in your own lessons and reflect on their impact.	Build personal confidence, set a foundation, and gather evidence of your growth.
Adaptation	Experiment with creative strategies, reflect on student impact, and share with peers.	Begin mentoring colleagues by sharing ideas and resources that worked in your classroom.
Infusion	Move beyond your own teaching—mentor colleagues, facilitate collaboration, and lead small ICT projects.	Evidence leadership skills by running workshops, coaching peers, and driving classroom innovation.
Transformation	Become a change agent—lead whole-school initiatives, shape ICT policy, and mentor future leaders.	Position yourself for formal leadership roles by building a portfolio of school-wide impact.

 

This journey matters because it gives aspiring leaders clear milestones and prompts at each step. You always know the next move: teach with ICT, reflect, mentor, collaborate, lead. And you can evidence every stage using the Workbook’s reflection prompts, observation tools, and leadership case study templates.

 

 

Key Takeaways

Across the three blogs, three themes have emerged:

1. Leadership matters most. Without it, technology adoption is inconsistent and short-lived.

2. Standards provide the map. The ICT competency standards for teachers define what competence looks like; leaders embed these standards into practice.

3. Professional development is the bridge. The Academy provides the PD system that turns leadership and standards into daily practice—for you, your staff, and aspiring leaders in your school.

 

 

Taking the First Step as an Aspiring Leader

If you are a teacher wanting to move into leadership—a head of department, an ICT coordinator, or a mentor—the Success Path is your roadmap. You can:

• Start at Adoption by trying ICT tools with students and recording outcomes in your workbook.

• Progress to Adaptation by sharing strategies with colleagues and leading small team reflections.

• Move into Infusion by mentoring peers and leading professional conversations about digital pedagogy.

• Reach Transformation by leading whole-school initiatives and showcasing impact across the community.

This is how you build a credible portfolio for leadership roles while supporting your colleagues with practical, classroom-tested strategies.

 

 

Why Now Is the Time

Educational leadership isn’t about reacting to change — it’s about creating it. The ICT in Education Teacher Academy is where technology leadership in education lives. It’s not just a PD library. It is the professional development system and Success Path that turns you, and your colleagues, into confident technology leaders.

 

Start small with the $20/month plan to experience it for yourself, or commit to the annual plan at $200 (two months free) to give yourself and your staff the time and structure to experience transformational growth in leadership.

The ICT in Education Teacher Academy doesn’t just support technology leadership in education — it is technology leadership in education.