Show simple item record

dc.contributor.authorShattuck, Gary
dc.date.accessioned2014-03-04T18:17:09Z
dc.date.available2014-03-04T18:17:09Z
dc.date.issued2009-05
dc.identifier.othershattuck_gary_l_200905_phd
dc.identifier.urihttp://purl.galileo.usg.edu/uga_etd/shattuck_gary_l_200905_phd
dc.identifier.urihttp://hdl.handle.net/10724/25653
dc.description.abstractIt is generally agreed upon by most educational technology researchers that the integration of technology promised during the 1990s by the proponents of technology in education has not materialized despite the fact that billions of dollars have been spent on technology in schools. The reasons are many and the answers are complex. To understand why technology integration has not succeeded, one must understand how the contextual factors, including educational laws and policies, educational change theories, diffusion of innovation theories, technology integration theories, and educational leadership practices impact how teachers perceive the use of technology within their classroom practices. This study looks at all five of these factors in an effort to understand how school leaders may impact teachers’ acceptance of technology integrated classroom practices. This study uses a case study methodology in an attempt to understand how school leaders in four middle schools in the same school district impacted either positively or negatively the teachers’ adoption of technology integrated classroom practices. Four methods are employed to gather data. First, a pre-survey was sent to every teacher in each of the four schools. Second, an in-depth interview was conducted with each principal of these four schools. Third, a focus group of technology teacher leaders was interviewed in each of these four schools. Fourth, a document review was conducted on selected documents to verify data collected from the other three methods. The data from each method at each school was cross-checked to develop an understanding about how each school uses technology within the building and about how the teachers are integrating technology within their classroom practices. When analyzing each school’s data it becomes obvious that the leader at one school is promoting the use of technology within her school in exemplary ways that causes the teachers to adopt technology integration into their classroom practices. When comparing this exemplary school’s data with the other schools’ data eight themes emerged as essential strategies that school leaders must adopt if they want their teachers to adopt technology integrated classroom practices. The eight strategies are: vision, modeling, expectations, encouragement, resources, hiring, professional learning, and capacity building.
dc.languageeng
dc.publisheruga
dc.rightspublic
dc.subjecttechnology integration
dc.subjecteducational leadership
dc.subjecteducational change
dc.subjectdiffusion of innovation
dc.subjecttechnology leadership
dc.subjecteducational law and policies
dc.titleUnderstanding school leaders' role in teachers' adoption of technology integrated classroom practices
dc.typeDissertation
dc.description.degreePhD
dc.description.departmentEducational Psychology and Instructional Technology
dc.description.majorInstructional Technology
dc.description.advisorMichael A. Orey
dc.description.committeeMichael A. Orey
dc.description.committeeLloyd P. Rieber
dc.description.committeeJulie Moore
dc.description.committeeJohn Dayton


Files in this item

FilesSizeFormatView

There are no files associated with this item.

This item appears in the following Collection(s)

Show simple item record