Introduction There is an increasing recognition that teachers are on the front lines of educational reform, and therefore are change agents in their classrooms and schools (Fullan, 1993; Katzenmeyer & Moller, 2001). As new and emerging technologies offer competitive advantages to teaching, it is more critical than ever to prepare beginning teachers to close the sizable gap of technology availability and teachers' capabilities for using information and communication technology (ICT) to enhance student learning (Preparing Tomorrow's Teachers to Use Technology, 2002). Statement of Purpose This paper aimed to present three beginning teachers’ development of leadership potential in technology integration from the perspectives of themselves and their administrators. The main research question was: Could beginning teachers become change agents for technology integration at schools? If so, then how did they emerge as change agents for technology integration within their classrooms, and how did they execute their influence beyond their classroom? Literature Review Teacher leadership provides the theoretical framework for this study. Katzenmeyer and Moller (2001) claimed that: …teachers who are leaders lead within and beyond the classroom, identify with and contribute to a community of teacher learners and leaders, and influence others towards improved educational practice” (p.5). However, Cochran-Smith (1991) found that most preservice programs do not emphasize on preparing preservice teachers as change agents to assume responsibilities for school reform (p. 285). It is noted that preservice teachers are in a powerless position (Price & Valli, 2005), and tend to be more concerned with their own survival (Fuller, 1969). Fullan (1993) proposed that “teacher education programs must help to think about the moral purpose that influences them [preservice teachers] with the tool that will prepare them to engage in productive change.” The empirical studies on preparing preservice teachers as change agents are emerging (Cobb, 2001; Lane, Lacefield-Parachini & Isken, 2003; Moore 2008; Price & Valli, 2005) and found that preservice teachers can become change agents when they are provided with an empowering environment. Hence although preservice teacher education do provide fundamental experience in the use of technology (Thompson, Schmidt, & Davis, 2003), most new teachers do not translate their high ICT skills and comfort level for using ICT into high levels of technology integration in daily classroom instruction (Andersson, 2006, Russell, Bebell, O’Dwyer & O’Connor, 2003; Russell, Bebell, & O’Dwyer, 2005; Wright & Wilson, 2005). It would seem that the environment may not be sufficiently empowering.

This paper reports the qualitative findings of a two-year mixed methods study (June 2006-July 2008), which followed a cohort of 301 preservice teachers in the Postgraduate Diploma in the Education (Primary) program at the National Institute of Education (NIE), Singapore, into their first year of teaching. Using the purposeful sampling technique, we selected nine focus participants with a wide range of self-reported ICT competency. Qualitative data collection and analysis were an iterative process. We conducted four one-on-one interviews with each participant every six months. We also conducted 26 and 127 informed classroom observations during their ten-week teaching practicum and during their first year of teaching respectively. We also interviewed their school administrators. We started with a preliminary exploratory analysis to get a general sense of the data. We used the constant comparative method (Strauss, 1987) triangulating investigators and data (Lincoln & Guba, 1985) to analyze and interpret the data.

Three out of nine participants began to develop leadership potential in technology integration for the promotion of student learning. These three participants already implemented student-centered approaches with technology integration during teaching practicum. During their first year of teaching, they developed a disposition to think out of the box, and demonstrated commitment to lead beyond the norm. They chose to exert their leadership potential to influence their colleagues through sharing resources, sharing and leading practice. For example, one participant initiated an online Chinese reading program for his department, and became an ICT committee member. Another participant received the Best Beginning Teacher Award. Their positive impact was verified by our interviews with their Principals and Heads of Departments. Though still far from perfect, these three beginning teachers are developing their leadership potential for technology integration in the right direction.