Strong principal leadership is essential to the successful integration of technology in education (Anderson a Dexter, 2005; Brockmeier, Sermon, a Hope, 2005; Creighton, 2003; Geer, 2002). Research, however, detailing the understanding, practices, and professional development of principals as technology leaders is limited (Brooks-Young, 2002; Flanagan a Jacobsen, 2003). In order for school districts, universities, and state education agencies to meet the needs of future and current school administrators, more research is necessary. Therefore, the purpose of this study was to explore the role of elementary principals as school technology leaders in a large school district in Hampton Roads, Virginia, and to identify the professional development needs of elementary principals in the area of technology leadership. Using a mixed-methods design, the researcher collected quantitative data through the administration of the Educational Technology for Principals Survey and qualitative data through in-depth interviews with elementary principals. Together, the triangulation of quantitative and qualitative data led to the following conclusions. (1) The sample of principals identified the Learning a Teaching and Social, Legal, a Ethical Issues subscales of the National Education Technology Standards for Administrators (NETS-A) as the essential components of technology leadership. (2) A significant difference was found in the value placed on the Learning a Teaching, Productivity a Professional Practice and Leadership a Vision subscales when the sample of principals was factored by the school's level of technology integration. (3) Principals leading schools high in technology integration utilized leadership practices coded as Leadership a Vision, Learning a Teaching, and Productivity a Professional Practice significantly more than principals leading schools low in technology integration. (4) Significant professional development needs were found for all six subscales of the NETS-A with the greatest needs in the Leadership a Vision, Learning a Teaching, and Productivity a Professional Practice subscales. These findings have implications for future educational practice. Administrator preparation programs, state education agencies, and school districts should help school administrators develop the knowledge and skills to be able to complete the indicators found on the NETS-A, especially the indicators found in the Leadership a Vision, Learning a Teaching, and Productivity a Professional Practice subscales.complex social environments, it is impossible to isolate technology as the single cause in improving student achievement. ... Technologya#39;s impact cannot be reduced to a simple cause-and-effect model that would provide a definitive answer toanbsp;...
|Title||:||A Mixed-methods Study to Identify Aspects of Technology Leadership in Elementary Schools|
|Author||:||Michelle L. Miller|
|Publisher||:||ProQuest - 2008|