Power Wu
Dean, Global TEAM Model Education Research Institute
E-mail：power.aclass@gmail.com
I-Hua Chang
Professor, Department of Education, National Chengichi University
E-mail：ihchang@nccu.edu.tw
Shih-Shuan Chen
Doctoral Student, Department of Education, National Chengichi University
E-mail：114152507@nccu.edu.tw
Abstract
Against the backdrop of rapidly advancing school digital transformation, artificial intelligence (AI) has gradually become a key factor in enhancing teaching quality and supporting student learning. However, the effectiveness of digital transformation in school settings often depends not on the technology itself, but rather on whether schools possess clear mechanisms of technology leadership and systematic implementation strategies. Accordingly, this study aims to explore how technology leadership facilitates school-level digital transformation through the systematic promotion of AI-empowered classrooms, and to analyze its practical value across instructional, organizational, and decision-making dimensions. This study adopts a practice-oriented analytical and case discussion approach, integrating perspectives from technology leadership theory, data-driven decision-making, and the implementation of intelligent teaching systems to construct an analytical framework of “technology leadership–AI implementation–instructional transformation.” As this study mainly draws on publicly available materials, practical reports, and platform implementation experiences, it is positioned more as a practice-oriented analytical and perspective-based paper rather than a strictly empirical study. The research focuses on three key aspects: the core elements of technology leadership, the implementation mechanisms of AI-based teaching platforms, and school-level practical cases. The findings indicate that technology leadership, through vision-driven guidance, phased implementation pathways, and data-supported decision-making, can reduce teachers’ burden in adopting new technologies, enhance instructional interaction and professional development opportunities, and foster consensus-building and instructional normalization within school organizations. Furthermore, this study proposes a four-stage implementation strategy—initiation and activation, data-driven interaction, differentiated collaboration, and AI-empowered innovation—demonstrating that school digital transformation should evolve from isolated tool adoption toward system integration, data support, and pedagogical transformation. Finally, this study suggests that, in promoting AI integration into teaching, schools should strengthen school-level technology leadership, establish sustainable instructional data mechanisms, and regard AI teaching platforms as critical infrastructure for advancing instructional improvement and organizational learning, rather than merely as auxiliary teaching tools.
Keywords：technology leadership, school digital transformation, artificial intelligence, smart classrooms, teaching platforms, learning analytics