Developing Teacher Technology Leadership in Digital Transformation:Perspectives from Professional Learning Community in One Chinese University

Literature has tended to describe principal leadership practices during national education digital transformation as a strategic and rational process with clear roles. Principal is often regarded as someone who is the most importance of implementation and use of new digital technologies to enable major school improvement. While this study has identified how teacher developed their technology leadership through professional learning community (PLC) to achieve digital transformation, which is a less rational and emergent process. The findings reveal that teachers are a crucial factor in determining whether the use of technology can either be a major catalyst for change or a waste of valuable resources. And the study has testified that teacher technology leadership can be understood as distributed leadership, which enables a more holistic approach to mobilizing and sustaining digital transformation.