Doctor of Education (EdD)
Curriculum and Instruction
First Committee Member
Second Committee Member
Number of Pages
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.
Case; High; Junior; Junior High School; Leadership; Qualitative; School; Study; Technology
School management and organization; Education, Secondary; Educational technology
University of Nevada, Las Vegas
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Matthews, Alvin Wesley, "Technology leadership at a junior high school: A qualitative case study" (2001). UNLV Retrospective Theses & Dissertations. 2489.
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