Principal as school leaders have a major responsibility for initiating and implementing school change through the use of Information and Communication Technology.

•  Topics covered
• Develop a plan of action to evaluate and develop school stakeholder information literacy
•  Using word processing, spreadsheet and presentation software to accomplish school tasks effectively.  Develop an ICT project for a local school of your choice. Draw up a budget using a spread sheet
•  ICT project for a local school
• Prepare a PowerPoint presentation to your PTA board members about the importance of information Technology in the 21st century.
•  Draft an ICT facilities access procedure/ critique an existing procedure
• Write a report about your local ICT project
• Management of ICT equipment in the 21st century.
• Continues Assessment   
• Evaluating school ICT readiness.
• Developing a school ICT policy or OR Critique an existing school ICT policy
•  Group discussion and Presentation of  ICT policy  
•  Conduct an ICT Initiate -the development of a school ICT policy in a collaborative fashion
• Using ICT to enhance school and home      
•  Revision           
   
   REFERENCES
  1.    Anderson, R., & Dexter, S. (2005). School Technology Leadership: An Empirical Investigation of Prevalence and Effect. Educational Administration Quarterly,41(1), 49–82. doi:10.1177/0013161X04269517
  2.    Anderson, R., & Dexter, S. (2000). School Technology Leadership: Incidence and Impact ( No. 6). I.T. in Education. UC Irvin: Center for Research on Information and Organisations. Retrieved from http://www.crito.uci.edu/tlc/html/findings.html
  3.    Brown, B. (2009). Technology Leadership: Definition of Educational Technology. Technology Leadership. Blog. Retrieved April 2, 2012, fromhttp://bbrowntechnology.blogspot.com/2009/07/definition-of-educational-technology.html
  4.    Carlson, S. (2002). The Missing Link in Educational Technology : Trained Teachers. TechKnowLogia, 4(4), 7-11. Retrieved fromhttp://www.techknowlogia.org/TKL_active_pages2/TableOfContents/main.asp?Issue
  5.    Chang, I. H., Chin, J. M., & Hsu, C. M. (2008). Teachers’ Perceptions of the Dimensions and Implementation of Technology Leadership of Principals in Taiwanese Elementary Schools. Educational Technology & Society, 11(4), 229-245.
  6.    Engida, T. (2011). ICT-enhanced Teacher Development Model. UNESCO-IICBA. United Nations Economic Commission for Africa, Addis Ababa, Ethiopia.
  7.    Flanagan, L., & Jacobsen, M. (2003). Technology leadership for the twenty-first century principal. Journal of Educational Administration, 41(2), 124–142.doi:10.1108/09578230310464648
  8.    GESP, Growth and Employment Strategy Paper (2010) Reference Framework for Governmental Action over the period (2010-2020). Yaounde: The Prime Minister’s Office.
  9.    Ng, W. K., Miao, F., & Lee, M. (2009). Capacity-building for ICT integration in education (Review). Digital Review of Asia Pacific 2009-2010. Retrieved fromhttp://www.eepsea.org/mimap/ev-140839-201-1-DO_TOPIC.html
  10.    SchoolNet Africa. (2004). Towards a Strategy on Developing African Teacher Capabilities in the Use of Information and Communication Technology ( ICT ).October (pp. 1-71). Retrieved July 7, 2012, from
  http://www.col.org/Publication Documents/pub_ 04Towards_Strategy_Africa.pdf
  11.    UNESCO. (2011). UNESCO ICT Competency Framework for Teachers (version 2.0). Framework (Version 2.). Paris, France: United Nations Educational, Scientific and Cultural Organization. Retrieved May 5, 2012, from http://unesdoc.unesco.org/images/0021/002134/213475e.pdf
  12.    UNESCO Bangkok. (2012). UNESCO Office in Bangkok: ICT-enhanced teacher development model. Retrieved July 2, 2012, fromhttp://www.unescobkk.org/education/ict/online-resources/databases/ict-in-education-database/item/article/ict-enhanced-teacher-development-model/