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dc.contributor.authorBerens, Michael Ryan
dc.date.accessioned2015-09-22T04:30:16Z
dc.date.available2015-09-22T04:30:16Z
dc.date.issued2015-05
dc.identifier.otherberens_michael_r_201505_edd
dc.identifier.urihttp://purl.galileo.usg.edu/uga_etd/berens_michael_r_201505_edd
dc.identifier.urihttp://hdl.handle.net/10724/32518
dc.description.abstractGiven the current educational climate regarding the use of technology in schools, the purpose of this study was to discover the perspectives of four headmasters as to the effect of technology integration on independent school leadership. This qualitative case study sought to draw from headmasters’ experiences and interactions with others to explore how technology integration had influenced leadership roles and decisions. An interpretive approach was used to discover how and why headmasters developed their perspectives. Through the lens of symbolic interactionism, case study methods were used to analyze data from interviews, fieldnotes, and other artifacts. The constant comparison method supported the emergence of themes based on findings. Four themes emerged concerning the effect of technology integration on independent school education. Three themes specifically related to changes in leadership roles and practices included: 1) the need to alter leadership roles to encompass additional responsibilities from technology integration; 2) the change in the role of the headmaster is largely dependent on the school and the individual in the headmaster’s role; and 3) the importance of proper communication when engaging in technology integration. The fourth theme described the importance of engaging in 21st century learning activities in independent schools. Findings have implications for further research, particularly in the area of communications related to educational change. Implications for school leaders include the need to develop and sustain a school culture conducive to technology use and the need to communicate with transparency to all stakeholders.
dc.languageeng
dc.publisheruga
dc.rightspublic
dc.subject21st Century learning and leadership for headmasters
dc.subjectIndependent school headmaster
dc.subjectIndependent school leadership
dc.subjectRole and change theory
dc.subjectTechnology integration
dc.titleChange at the top
dc.title.alternativeheadmasters' perspectives on technology integration and independent school leadership
dc.typeDissertation
dc.description.degreeEdD
dc.description.departmentLifelong Education, Administration, and Policy
dc.description.majorEducational Leadership
dc.description.advisorSally Zepeda
dc.description.committeeSally Zepeda
dc.description.committeeJohn Dayton
dc.description.committeeRobert Branch


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