Dr. Chang I-Hua
Dr. Chang received a Ph.D. in educational leadership and policy analysis and a master's degree in Information Science and Learning Technology from UM-Columbia. Currently, he is a full-time professor in the Department of Education at National Chengchi University.
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 by domestic and international journals (including SSCI and TSSCI) and also presented at seminars.
Dr. Chang is an active advocate of smart education. He is involved with smart teacher teaching skill enhancement workshops, TBL seminars, and the Smarter Classroom Innovation Award and the Technology Leadership Excellence Award. These activities all cultivate and inspire smart leadership and smart teachers across the globe. To raise teaching and learning performance, Dr. Chang is working to promote the spread of smart education and the Smarter Education Movement, and to help teachers integrating technology into their teaching.
Researching the "i-VISA Five Orientations" indicator test proposed for more than ten years, developing the effective principals and leaders of smart schools and smart school districts 
Five Aspects of "Principal Technology Leadership i-VISA Model"
I-VISA is based on Interpersonal and communication skills (innovative actions); Vision, management and planning (educational love); Infrastructure and technology support (active actions); Staff development and training (prosperous ); Assessment, evaluation and, and research are five-oriented, with a vision and plan for science and technology.
i: interpersonal and communication skills
Leaders must become the "leaders" and "motivators" in smart schools. During the development of smart schools, leaders need to unite the consensus of the whole school and reach a consensus. Through the mutual cooperation of various administrative units and teachers to achieve the goal of smart school development. In the process of cooperation, the generation of unavoidable friction and the implementation of the plan may encounter obstacles or frustrations. At this time, the leadership should act as an motivator in a timely manner so that the entire organization can run smoothly and the plan can be smoothly implemented.
V: Vision, planning and management
Leaders must be the "helmsmen of direction", "leaders of trends", and "planners", which is the most critical task for leaders in the development of smart schools. Smart education includes many aspects. Leaders must measure many factors inside and outside the organization, establish a vision for the development of smart schools, urge the formation of related plans, implement the leadership plan, and review and re-implement the plan at various stages.
I: Infrastructure and technology support
The leader of a smart school must also be a "resource integrator". As a leader of a smart school, in addition to integrating the resources within the school, he can also strive for resources to accelerate the development of the smart school.
S: Staff development and training
The core of smart school development lies in the reform of the classroom. In addition to active technological equipment, school leaders need to support the professional growth of teachers. In addition to providing the time, curriculum and funding required for teacher professional growth, it is also necessary to establish a system and culture that can sustainably develop teacher professional growth.
A: Assessment, Evaluation, and research
Evaluation and research can be spontaneous within the school or take the initiative to accept evaluations or research from external institutions. The evaluation of smart schools can be divided into several dimensions: evaluating the degree and results of "effective use of technology" by teaching staff; evaluating the results of introducing technology with a cost-effective view; evaluating relevant school content; or referring to school district Materials and experience from other schools in the classroom to assess the use of technology in teaching; and to evaluate the systems used in the classroom.
Relying on the resources of official or non-governmental organizations is also one of the ways to verify the development results of smart schools. For example, the Cross-Strait Wisdom Classroom Invitational Tournament, the Global Smart Classroom Innovation Award, and an open results presentation conference.
More papers and information about Dr. Chang I-Hua－
Department of Education at National Chengchi University 
