Award Date

1-1-2001

Degree Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Curriculum and Instruction

First Committee Member

Randall Boone

Second Committee Member

Kendall Hartley

Number of Pages

151

Abstract

The purpose of this case study was to explore and describe the technology leadership at a junior high school. Technology-related attitudes, behaviors, and skills that have an impact on the school's technology program were examined with emphasis on the building principal. Interviews, observations, and other documents were the means of data collection. This study has implications for people who want to support computers and other educational technology. This case study included the principal, computer specialist, and teachers with varying degrees of computer experience. In addition to Kearsley's three roles of leader, manager, and politician (1991), four other technology-related roles emerged from this study: teacher, model, facilitator, and encourager; Effective principals should be (a) actively involved with technology, (b) maintain and model personal technology skills, (c) consult knowledgeable people about technology, (d) use school-level shared decision-making such as a technology committee, and (e) serve as a catalyst to motivate low-use teachers. School districts and boards should (a) consult knowledgeable people about technology decisions, (b) help to provide support for technology curriculum integration, (c) consider technology skills and attitudes of potential principals, and (d) require technology growth as part of administrators' professional development. Educational administration programs should expect or require basic computer skills and integrate high level technology skills into the graduate curriculum.

Keywords

Case; High; Junior; Junior High School; Leadership; Qualitative; School; Study; Technology

Controlled Subject

School management and organization; Education, Secondary; Educational technology

File Format

pdf

File Size

3604.48 KB

Degree Grantor

University of Nevada, Las Vegas

Language

English

Permissions

If you are the rightful copyright holder of this dissertation or thesis and wish to have the full text removed from Digital Scholarship@UNLV, please submit a request to digitalscholarship@unlv.edu and include clear identification of the work, preferably with URL.

Identifier

https://doi.org/10.25669/w3vm-h0y7


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