Program to Enhance Technology Leadership of Teacher in Public Art Education Management Take Nanning, Guangxi

Abstract

This research aimed to study the component of technology leadership of teachers in Public Art Education Management. This is done with the intent to enhance the effectiveness of hands-on teaching methods and to promote collaborative development in educational institutions. Specifically, the study focuses on examining the current reality and the aspirational state of technology leadership among teachers within the context of Public art education management in Nanning, Guangxi. The exploration is targeted towards understanding how these educators are integrating technology into their leadership roles and how this integration could potentially elevate the quality of education in their respective schools. The author used the literature analysis method to conclude that components and indicators of Teacher Technology Leadership in Public Art Education Management include 1) technological vision, 2) technology competence, 3) technology professional development, and 4) technology integration. The tools used to collect data included document notes and assessment forms for the suitability of elements and indicators by confirming elements and indicators from 5 experts.

Regarding the existence and desire state of Teacher Technology Leadership in Public Art Education Management, the results show as follows: The overall existence state of Teacher Technology Leadership in Public Art Education Management was at the medium level and the overall desire state of Teacher Technology Leadership in Public Art Education Management was at the high levels. From the entire result of the existence and desire state of Technology Leadership of Teachers in Public Art Education Management, from high to low in terms of PNI value, the top three have a strong sense of teaching in terms of educational development, ability to keenly find needed teaching resources, and easily complete educational design, which needs to attract the attention of educational institution managers and teachers. Teachers' technology leadership in the intelligent era is divided into five structural components: the ability to integrate technology and teaching, the ability to plan technology applications, the ability to guarantee technology applications, the ability to manage with technology support, and the ability to think through technology applications. There are four practical paths for teachers' technology leadership in the intelligent era: first, formulate intelligent technology application strategies and use technology to promote the intelligent transformation of school education; second, focus on technology training and communication to promote the improvement of teachers and students' intelligent educational literacy; third, rely on Intelligent technology optimizes the resource management mechanism and realizes the open sharing of teaching resources and data resources; fourth, adopts distributed leadership behavior to improve the effectiveness of the integration of intelligent technology and subject teaching.

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