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Technology Leadership in Secondary S...

Hall, Steven E.

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Technology Leadership in Secondary Schools: Teachers' Responses to Administrators' Perspectives Regarding Vision, Roles, Actions and Barriers.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Technology Leadership in Secondary Schools: Teachers' Responses to Administrators' Perspectives Regarding Vision, Roles, Actions and Barriers./
Author:	Hall, Steven E.
Description:	223 p.
Notes:	Source: Dissertation Abstracts International, Volume: 76-10(E), Section: A.
Contained By:	Dissertation Abstracts International76-10A(E).
Subject:	Educational leadership. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3706749
ISBN:	9781321808223

Technology Leadership in Secondary Schools: Teachers' Responses to Administrators' Perspectives Regarding Vision, Roles, Actions and Barriers.
Hall, Steven E.

Technology Leadership in Secondary Schools: Teachers' Responses to Administrators' Perspectives Regarding Vision, Roles, Actions and Barriers. - 223 p.

Source: Dissertation Abstracts International, Volume: 76-10(E), Section: A.

Thesis (Ph.D.)--George Mason University, 2015.

This item must not be sold to any third party vendors.

Information technology as an innovation has been readily adopted by students and society in general and is changing the way students think, play, and learn. Schools must prepare students for a world where technology is ubiquitous. While policy makers have made progress in providing teachers access to technology, this has not resulted in large changes in schools or teaching pedagogy. Instead, teachers adopt technology most often in ways that sustain direct instruction or automate administrative tasks. A number of barriers exist that negatively impact technology integration. Research demonstrates that administrators, as school leaders, can have a positive impact on the implementation of initiatives like technology integration but may lack the skills needed to lead where technology is concerned. While administrators are a key part of school culture and change, more research is needed with regard to how administrators impact teachers and technology integration.

ISBN: 9781321808223Subjects--Topical Terms:

529436
Educational leadership.

Technology Leadership in Secondary Schools: Teachers' Responses to Administrators' Perspectives Regarding Vision, Roles, Actions and Barriers.
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245 1 0 $a Technology Leadership in Secondary Schools: Teachers' Responses to Administrators' Perspectives Regarding Vision, Roles, Actions and Barriers.
300 $a 223 p.
500 $a Source: Dissertation Abstracts International, Volume: 76-10(E), Section: A.
500 $a Adviser: Priscilla Norton.
502 $a Thesis (Ph.D.)--George Mason University, 2015.
506 $a This item must not be sold to any third party vendors.
506 $a This item must not be added to any third party search indexes.
520 $a Information technology as an innovation has been readily adopted by students and society in general and is changing the way students think, play, and learn. Schools must prepare students for a world where technology is ubiquitous. While policy makers have made progress in providing teachers access to technology, this has not resulted in large changes in schools or teaching pedagogy. Instead, teachers adopt technology most often in ways that sustain direct instruction or automate administrative tasks. A number of barriers exist that negatively impact technology integration. Research demonstrates that administrators, as school leaders, can have a positive impact on the implementation of initiatives like technology integration but may lack the skills needed to lead where technology is concerned. While administrators are a key part of school culture and change, more research is needed with regard to how administrators impact teachers and technology integration.
520 $a This study used a mixed-methods approach to examine teachers' endorsement or lack of endorsement of high school administrators' perspectives regarding those administrators' technology vision, role in promoting technology integration, actions to promote technology integration, and perspectives regarding barriers to technology integration. Teachers and administrators both expressed concerns regarding administrators' instructional technology skills. Both teachers and administrators indicated that administrators create an expectation that teachers use technology tools that have an administrative focus, but this expectation is not clearly communicated to teachers as an expectation to use technology during instruction.
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650 4 $a Secondary education. $3 2122779
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710 2 $a George Mason University. $b Education. $3 2095189
773 0 $t Dissertation Abstracts International $g 76-10A(E).
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856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3706749