The growth in technology usage specifically relates to what it is able to offer and how it facilitates its users ( Abo Jaser, 2012; Garland & Tadeja, 2013). Technology gadgets have shifted from being desired to being required and have become a necessary component of basic life requirements. However, technology explosion needs to be controlled in all spheres of life. Technology has also become a virtual part of the world of education at all levels. Live of students and teachers of current era have a deep influence of technology and it can not be denied that technological devices are being used as effective teaching-learnng tools as well. ( Ali, 2013; Tamim, 2013) ).

Many educators believe that educational technology is master key for the eminence of education and teaching-learning process. It means that technology changes the role of teacher from information giver to knowledge facilitator, coach and technology manager. Use of technology in schools/educational institutions simplifies adminstrative tasks and reduces record keeping time ( Mills & Tincher, 2002).Competencies of principals for integrating technology is critical if the teaching-learning environment of schools is expected to be ICT laden. Many responsibilities are attached to technology leadership roles ranging from proper installation of computers to the assurance of their healthy use for educational purposes. Principals are also required to ensure equal access to technologicl gadgets by all teachers (Flanagan, & Jacobsen, 2003).

Although role of principal in technology integration at school level is inevitable, yet it is a less explored area of research. School leaders' capabilities and competency to use ICT personally also effects its implmentation at organizational level ( Byrom & Bingham, 2001; Schiller, 2003). According to the reflections of Dinham ( 2005), leadership plays a key role in developing innovative and effective schools according to the demands of 21^st century. But for this purpose , school leaders must be aware of the 21^st century teaching learning demands and work accordingly. School principals' self-efficacy, competency, skills and interest may have aprofound influence over school's instructional practice and change. Consequently, effective school principals essentially may have awareness and dispositions about information-communication technology and be able to perform accordingly.

Integrating technology into the college classrooms is a challenging task for teachers as well as administrators. Those higher secondary institutions (colleges) are considered technology-laden

where the college administration manifests leadership technology competence. Arokiasamy and Ismail (2015) investigated current status of ICT use by Malaysian principals and concluded that leadership style of principals had a strong impact of use of technology in their respective institutions. Brunson (2015) and Yu ( 2015) explored technology leadership competence of elementary teachers and recommended that principals are responsible for leading the charge of many reform efforts in their institutions so management may provide them extensive training in this regard.

College principal' role has changed from a traditional administrator to a curricular and technological leader. In addition to this it is expected of the principal to provide a vision to the teachers and support staff for technology integration in the learning ecology. Machado and Chung (2015) have also highlighted this point and suggested that as the role and effect of principal is undoubtedly strong in integrating technology at all domians of an academic setting, so awareness seminars and extensive trainings may be conducted in this regard. Samancıoğlu, Bağlıbel, Kalman and Sincar (2015) explored the correlation between technology relationship behaviour, principals' vision and teachers' level of technology integration. Their results revealed a positively strong connexion amongst the two variables.

Educational leadership is constantly being challenged to prepare future teacher with technology competence. Debate continues about the professional practice of educational leaders for technology integration at institutional level (Bakir, 2016). Every educational organization deals with variant sub-clutures and ways of perceiving organizational processes such as technology adoption. For principals, efficiency and effectiveness of any organizational process is the predominant logic. These stakeholders are responsible for creating and administering necessary steps for organizational reform. Professional expertise and practice of a principal, technology embeddedness in management and its sustainable use in teaching depends upon the style and philosophy of a college principal. Bøe, Gulbrandsen and Sørebø (2015) have concluded as e-learning technology has become pervasive in higher education, it is a challenge for educational leaders to keep the teachers motivated for its sustainable use. Blau and Shamir (2017) have suggested that college principals need to upkeep faculty in using and connecting to technology systems for operations and management, such as curriculum management system and student information system. For this purpose, they may allocate additional/ supplementary funds as well.

Successful digital conversion in higher classrooms require determining assessment of learning through technology tools. Principals play a substantial role in implementing teacher evaluation and effectiveness policies that effect the overall school culture (Bøe, Gulbrandsen, and Sørebø,2015). Successful implementation of assessing teaching through technology integration depends upon the cempetence, motivation and capacity of principals. Recently, evaluating teacher competence and performance has evolved as a complex task for college principals, especially when teaching has integration of technology. Principals have to evaluate teachers' teaching responsiblities, their blend of technology into learning etc. Similalry, it becomes imperative for principals to evaluate technology based instructional practices for their effectiveness, assess existing management operations based on technology for improvement and look deeper into effectiveness of digital tools for performance of teachers (McKnight, O' Malley,Ruzic, Horsley, Franey and Bassett, 2016).

Willard (2012) state that widespread adoption and availability of digital technology in teaching brings new and stimulating ethical issues to the vanguard for educational administrators.College principals are required to employ their best professional judgment when dealing with technology-related ethics. They find it helpful for teachers to recognize these types of situations and to discuss them with other educators to develop awareness of new ethical issues. Furthermore, Drahos (2016) denote that head of institutions must know details about copy right and intellectual propert rights and be able to train their teachers in this regard as well.

Descriptive survey method was used to determine the perceived level of computer use and technology leadership competence of college principals. A purposive sample of fifty college principals serving in Federal colleges were taken as sample of the study. Self-constructed questionnaire having a reliability of r=.92 was used to extract the required data. Furthermore, three experts of the field checked its face validity. This questionnaire has six subscales namely vision and leadership, teaching- learning, professional practice and productivity, operations and support management, evaluation and assessment, legal,ethical issues and social issues.

This paper raises some issues related to college principals' technology leadership competencies and defines the magnitude to which our college administrators are using and integrating technology for their personal and professional use. Findings indicate that college principals' use internet two to three times a week for their personal usage whereas administrative use of computer is on daily basis. However, this study designates that they must be adept in employing the computer to succour in directorial and instructional tasks.

Findings related to the subscale of leadership and vision state that school leaders/ principals are self aware about the importance of technology competence. That is the reason they try to attend the seminars and relevant work shops. However, only attending such professional development programs is not enough for school improvement. School improvement occurs when school principals attain technology competence and try to transfer it to their teachers and staff (Tondeur et al ,2015). If h/she has technological competence, only then can the school climate indicate it in teaching learning (Albion et al, 2015). Findings of the teaching and learning subscale are in consistant with the work of Meneses & Mominó (2015) and Suyata (2017). It was refelected in these studies also that school principals have a less focus towards facilitating teachers to analyze student assessment data technologically and then use it for diagnostic purposes in instruction. However, school principals fully supported teachers in sharing latest information about technology use in teaching and learning. School principals try to attend the professional development opportunities but they lack in implementing technology base management systems for assessing faculty, staff and student data. Diffusion, implementation and usage of technology has increased in every field of teachiing and learning. With this, more emphasis falls on assessment of the use in level of technology being incorporated. Decision makers at all levels need to know this so that a comprehensive evaluation program of technology incorporation in teaching, learning, management and for professional development may be adopted and implemented (Muhametjanova & Cagiltay,2016). In addition to this, findings also suggest that college principals' awareness and implementation of intellectual property rights and cyber security rights is towards lower side.

Although the scores of leadership technology competency scale manifested an average mean score on all sub scales, still it indicates that at least college principals have awareness about the importance of technology usage at personal and administratvie levels. In the current climate of educational accountability , it becomes imperative for educationa administrators to use ICT competency for assessing educational and staff data for paving ways towards organizational development. Leadership requires to provide the effective use of information and communication technology in the domains of educational assessment, support and management, ethical, social and legal issues for supporting and enriching instructional environment.

Leadership training programmes may contain modules related to professional use of databases, content and data management systems in order to enhance principals' use of these for day-to-day administrative purposes. In addition to this, principals may be trained to use information and communication technology for efficient use of technology based management systems to access personal records of faculty and staff for institutional improvement. Furthermore, supporting faculty and staff in using and connecting to technology systems for operations and management, such as curriculum management system and student information system needs to be addressed by the college principals. Last but not the least, upper management may provide comprehensive training to college principals about intellectual property rights, copy right issues, safety, privacy and cyber security related issues so that they can empower their students and teachers in these domains.