E16 Technology and Leadership in the Adoption of AIED Policy adoption of an AIED policy? (4) Can you provide examples of successful collaborations for spreading the adoption of an AIED policy? Data Analysis A bottom-up thematic analysis (Yin, 2016) was employed allowing different leadership styles to emerge inductively from the data. The collected qualitative data were quantified into statements reflecting school principals’ technology and transformational leadership practices. Statement counting has been used for analyzing qualitative findings and recognizing themes and sub-themes (Collins, 2021). Findings and Discussion The qualitative analysis of data raised two major themes and sub-themes reflecting school principals’ statements (n = 159, 100%). The first theme was technology leadership practices across internal and external boundaries (N = 98, 62%) – elementary and high school principals communicated four technology leadership practices for spreading the adoption of an AIED policy across internal and external boundaries: (A) building professional capacity through learning opportunities for experimentation with AI tools (n = 19) and communities of practice for AI learning (n = 14) while connecting colleagues to meet teachers’ needs (58%), allocating time to present to one another (14%), lesson planning preparation (14%), and guiding teachers’ interactions through teacher leaders (14%); (B) sharing leadership (n = 27), school principals engaged the expertise of various internal stakeholders for shaping teachers’ mindsets for the adoption of an AIED policy: counselors (15%), grade-level (11%) / ICT (37%) / pedagogical coordinators (11%), teacher leaders (19%), and homeroom teachers (7%); (C) connecting with parents (n = 13), school principals collaborated with parents to serve as mentors (31%) and to build partnerships (69%); (D) connecting with external partners (n = 25), school principals engaged professional mentors (28%), education networks (4%), organizational consultants (4%), and experts from the industry (8%) / academia (8%) / ministry (28%) / municipality (20%). Table 1 presents examples of school principals' statements. Table 1. Examples of school principals’ statements according to their technology leadership practices across internal and external boundaries Theme and Sub-Themes Example Statements Technology Leadership Practices Across Internal and External Boundaries Building Professional Capacity through learning opportunities for experimentation with AI tools "I allocated time and allowed teachers to learn how to integrate AI within their teaching during their workday” (SP13). Building Professional Capacity through communities of practice for AI learning Connecting colleagues to meet teachers’ needs
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