Abstract

The purpose of this study was to determine the readiness of an administrative team (N = 7) to provide digital instructional leadership, in the context of one high school, as well as examine possible outcomes related to student achievement, as measured by Florida Standards Assessment English Language Arts scale scores (FSA, 2018). This instrumental case study design (Fraenkel, Wallen, & Hyun, 2015) incorporated mixed-methods data collection and qualitative analysis. Data were collected from three distinct sources for triangulation: qualitative semi-structured interviews, Digital Instructional Leadership Readiness Instrument [DILRI©] (Taylor & Shepherd, 2016) knowledge and confidence construct participant item selections, and Grade 9 and Grade 10 Florida Standards Assessment (FSA) English Language Arts 2018 student scale scores (FSA, 2018). Administrator perceptions of teachers' integration of technology in instruction were examined via constructs of (a) characteristics of learning and (b) levels of technology integration contained within the Technology Integration Matrix [TIM©] (FCIT, 2018) framework. Findings support administrators' ability to recognize emergent levels of teachers' integration of technology in instruction. Findings also inform professional learning experiences for administrators supporting teachers in one-to-one digital school environments. Implications for practice include a need for sustained ongoing professional learning for administrators on the selected technology integration framework. School district administrators may seek to ensure that the selected technology integration framework, the TIM© (FCIT, 2018) in this instrumental case study (Fraenkel et al., 2015), is presented as a sustained shared vision (Richardson & Sterrett) for both instructional and administrative personnel within the organization. Recommendations for future research include collecting similar data from multiple schools within a school district and from numerous school districts. Replication of this study is suggested in various regions of the United States. Also, a longitudinal follow-up study is suggested to examine change in administrator digital instructional leadership over time.

Notes

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Graduation Date

2019

Semester

Summer

Advisor

Taylor, Rosemarye

Degree

Doctor of Education (Ed.D.)

College

College of Community Innovation and Education

Department

Educational Leadership and Higher Education

Degree Program

Educational Leadership; Executive

Format

application/pdf

Identifier

CFE0007722

URL

http://purl.fcla.edu/fcla/etd/CFE0007722

Language

English

Release Date

August 2024

Length of Campus-only Access

5 years

Access Status

Doctoral Dissertation (Campus-only Access)

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