東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

Technology leadership: How principal...

Langran, Elizabeth.

FindBook

Google Book

Amazon

博客來

Technology leadership: How principals, technology coordinators, and technology interact in K--12 schools.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Technology leadership: How principals, technology coordinators, and technology interact in K--12 schools./
作者:	Langran, Elizabeth.
面頁冊數:	238 p.
附註:	Source: Dissertation Abstracts International, Volume: 67-04, Section: A, page: 1301.
Contained By:	Dissertation Abstracts International67-04A.
標題:	Education, Administration. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3214342
ISBN:	9780542638138

Technology leadership: How principals, technology coordinators, and technology interact in K--12 schools.
Langran, Elizabeth.

Technology leadership: How principals, technology coordinators, and technology interact in K--12 schools. - 238 p.

Source: Dissertation Abstracts International, Volume: 67-04, Section: A, page: 1301.

Thesis (Ph.D.)--University of Virginia, 2006.

One school division attempted to build technology leadership among principals and technology coordinators in seven schools; this population served as the subjects of this study. The school division's attempt to build technology leadership did not achieve its original project goals, but the participants reported some positive experiences.

ISBN: 9780542638138Subjects--Topical Terms:

626645
Education, Administration.

Technology leadership: How principals, technology coordinators, and technology interact in K--12 schools.
LDR:03417nmm 2200337 4500 001 1828309
005 20071112135255.5
008 130610s2006 eng d
020 $a 9780542638138
035 $a (UMI)AAI3214342
035 $a AAI3214342
040 $a UMI $c UMI
100 1 $a Langran, Elizabeth. $3 1917212
245 1 0 $a Technology leadership: How principals, technology coordinators, and technology interact in K--12 schools.
300 $a 238 p.
500 $a Source: Dissertation Abstracts International, Volume: 67-04, Section: A, page: 1301.
500 $a Adviser: Glen Bull.
502 $a Thesis (Ph.D.)--University of Virginia, 2006.
520 $a One school division attempted to build technology leadership among principals and technology coordinators in seven schools; this population served as the subjects of this study. The school division's attempt to build technology leadership did not achieve its original project goals, but the participants reported some positive experiences.
520 $a Results of this study indicated that technology coordinators in this school division have roles that vary greatly across schools. They have an ambiguous role that is problematic when coworkers do not understand the technology coordinator position. Technology coordinators are neither administrators nor classroom teachers, but draw upon experience as former classroom teachers as well as upon a broad skillset for the multiple dimensions of their position. With their access to teachers, principals, and school division administrators, technology coordinators have the potential to act as global change agents and leaders in the schools and help interpret a school division's vision to fit in with the local culture of their school.
520 $a The principal's role in technology decisions is essential in creating schools that effectively integrate technology. By evaluating teachers' use of technology in the classroom and modeling, these principals created an expectation for technology integration in the classroom. Technology decisions in the school participating in this study were generally initiated from the top, and were often inspired by principals sharing ideas with other principals.
520 $a Principals and CTIPs participating in this study had varied opinions regarding technology planning. CTIPs and principals who meet frequently are more likely to have similar perceptions of technology planning and policies in place at their school than those who meet infrequently.
520 $a By building leadership in others, principals and technology coordinators contributed to a distributed leadership model to sustain change despite shifting personnel. Trust emerged as important in increasing risk-taking and the likelihood of innovation implementation while reducing the sense of overload.
520 $a Technology leadership was defined by the study's participants as encompassing the following characteristics: technology leaders (1) relate and communicate; (2) support and enable teachers to use technology; (3) build leadership in others; and (4) have a clear vision regarding ways in which technology can support learning.
590 $a School code: 0246.
650 4 $a Education, Administration. $3 626645
650 4 $a Education, Technology. $3 1017498
690 $a 0514
690 $a 0710
710 2 0 $a University of Virginia. $3 645578
773 0 $t Dissertation Abstracts International $g 67-04A.
790 1 0 $a Bull, Glen, $e advisor
790 $a 0246
791 $a Ph.D.
792 $a 2006
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3214342