Dr. Chang received a Ph.D. in Educational Leadership and Policy Analysis and a Master's degree in Information Science and Learning Technology from the University of Missouri–Columbia. Currently, he is a full-time professor in the Department of Education at National Chengchi University (NCCU).
His main fields of study are school technology leadership and management, smart education principles and implementation, smart classroom and innovative teaching, principal and data-oriented decision-making, and teacher academic optimism and its effects. Dr. Chang is the author of the book School Technology Leadership and Management, and over 100 of his theses and research papers have been published in domestic and international journals (including SSCI and TSSCI) and presented at global seminars.
Dr. Chang is an active advocate of smart education. He is involved in smart teacher teaching skill enhancement workshops, TBL seminars, the Smarter Classroom Innovation Award, and the Technology Leadership Excellence Award. To raise teaching and learning performance, Dr. Chang works relentlessly to promote the spread of the Smarter Education Movement and helps teachers integrate technology into their teaching.
Researching the "i-VISA Five Orientations" indicator test proposed for more than ten years, this model is dedicated to developing highly effective principals and leaders for smart schools and smart school districts. The i-VISA framework integrates Interpersonal and communication skills (innovative actions); Vision, planning, and management (educational love); Infrastructure and technology support (active actions); Staff development and training (prosperity); and Assessment, evaluation, and research—all aimed at establishing a profound technological vision.
Leaders must become the "guides" and "motivators" in smart schools. During the development process, leaders need to unite the entire school and build consensus. Through the mutual cooperation of various administrative units and teachers, the goal of smart school development is achieved. When friction or obstacles arise, leaders should act as motivators to ensure the organization runs smoothly.
Leaders must be the "helmsmen of direction," "leaders of trends," and "planners," which is the most critical task in developing smart schools. Leaders must measure internal and external factors, establish a vision, urge the formation of related plans, and review the implementation at various stages.
The leader of a smart school must also be a "resource integrator." In addition to integrating resources within the school, they can actively strive for external resources to accelerate the development of the smart school environment.
The core of smart school development lies in classroom reform. In addition to acquiring technological equipment, school leaders need to strongly support the professional growth of teachers. This includes providing the required time, curriculum, and funding, as well as establishing a sustainable culture of professional growth.
Evaluation and research can be spontaneous within the school or initiated by external institutions. The evaluation includes: assessing the "effective use of technology" by teaching staff, evaluating cost-effectiveness, and reviewing related programs. Relying on the resources of official or non-governmental organizations (e.g., Global Smart Classroom Innovation Award) is also an excellent way to verify development outcomes.