Study of innovative teachers' use of technology and the perceived influence principals have upon the integration of instructional technology in the classroom
Computer assisted instruction; Educational technology; School principals -- Effect of technological innovations on; Teachers -- Effect of technological innovations on
The purpose of this study was to determine whether principals influenced the use of technology by innovative teachers. Data were collected electronically using a survey instrument and an email that contained eight openended questions. Fifty teachers responded to the survey. In addition, 32 of the 50 teachers responded to the openended questions. Analyses of the data indicated that principals were perceived by the teacher to be influential in their use of technology if they demonstrated the following conditions or competencies: (a) development of a technology plan and organized a technology committee, (b) support of and participation in professional development, (c) encouragement of and recognition for best practices in technology, (d) knowledge and use of technology, and (e) providing resources available for technology. No significant difference was found between the perceived influence principals had on innovative teachers and the size of the school or the community served by the school. In addition to these analyses, summaries of the 50 technology programs associated with the respective respondents were included.
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Bozeman, William C.
Doctor of Education (Ed.D.)
College of Education
Educational Research, Technology, and Leadership
Length of Campus-only Access
Doctoral Dissertation (Open Access)
Dissertations, Academic -- Education; Education -- Dissertations, Academic
Owens, Tamela S., "Study of innovative teachers' use of technology and the perceived influence principals have upon the integration of instructional technology in the classroom" (2003). Retrospective Theses and Dissertations. 965.