Effectively use of technologies in early childhood centres has influential impact on learning and teaching. Leaders of early childhood centres have crucial roles to promote the good use of learning technologies. In Hong Kong, with millions of dollars subsidies from the SAR government to early childhood centres for improving early childhood quality under the Voucher scheme since 2007. Many more early childhood leaders equip their centres with different kinds of new technologies. However, the usage rate of technologies in early childhood classrooms is relatively low compare with other teaching and learning facilities. In this study, I aim to investigate the leadership strategies applied by leaders to promote technology use in early childhood centres. Case study was applied to investigate the leadership strategies, in-depth interview were conducted with principal and teachers in a well-resourced digitized kindergarten in Hong Kong. Thematic analysis was applied to draw the findings. Major findings on leadership strategies include: providing authentic support, encouraging active trial, leading practical practice and forming pro-digital culture in organization. Copyright © 2014 Infonomics Society.

This paper explores the elements of technology leadership practice in a technology-rich kindergarten in Hong Kong. The centre head of this technology-rich kindergarten, who keens on promoting technology use, has been selected for this study. The center head and three teachers voluntarily participated in an in-depth semi-structured interview, and observations have also been operated during class activities for further confirmation. Findings show that centre head applied strategies that empowered teachers to design creative interactive activities with digital devices for teaching and learning purposes, collaborate with parents through the use of social networking system, and use new technologies in team supporting system. Six key elements are revealed from this technology-rich kindergarten, they are network learning culture development, resources enrichment, leadership empowerment, vision settlement, target achievement, and team enhancement.
[Copyright © 2012, Infonomics Society.]

The incorporation of information and communications technology (ICT) in education is increasingly recognised as a priority for schools in Hong Kong. Teachers are now expected to undertake formal training to ensure they are proficient in the use of ICT and are able to use it effectively within the classroom setting. This colloquium highlights the important role played by school leaders in ensuring the successful transition of schools within the ‘information age’. It is argued that principals need to inspire, encourage and support teachers to meet the challenges that lie ahead. The colloquium reports on a case study of a pre-school leader’s practices in the use of ICT. The study investigates the strategies the principal used to promote the use of ICT in the pre-school and her influence on ICT use in the kindergarten.
[Copyright © 2002 Symposium Journals Ltd.]