Full metadata
Title
Promoting meaningful uses of technology in a middle school
Description
Federal education policies call for school district leaders to promote classroom technology integration to prepare students with 21st century skills. However, schools are struggling to integrate technology effectively, with students often reporting that they feel like they need to power down and step back in time technologically when they enter classrooms. The lack of meaningful technology use in classrooms indicates a need for increased teacher preparation. The purpose of this study was to investigate the impact a coaching model of professional development had on school administrators` abilities to increase middle school teachers` technology integration in their classrooms. This study attempted to coach administrators to develop and articulate a vision, cultivate a culture, and model instruction relative to the meaningful use of instructional technology. The study occurred in a middle school. Data for this case study were collected via administrator interviews, the Principal`s Computer Technology Survey, structured observations using the Higher Order Thinking, Engaged Learning, Authentic Learning, Technology Use protocol, field notes, the Technology Integration Matrix, teacher interviews, and a research log. Findings concluded that cultivating change in an organization is a complex process that requires commitment over an extended period of time. The meaningful use of instructional technology remained minimal at the school during fall 2010. My actions as a change agent informed the school`s administrators about the role meaningful use of technology can play in instruction. Limited professional development, administrative vision, and expectations minimized the teachers` meaningful use of instructional technology; competing priorities and limited time minimized the administrators` efforts to improve the meaningful use of instructional technology. Realizing that technology proficient teachers contribute to student success with technology, it may be wise for administrators to incorporate technology-enriched professional development and exercise their leadership abilities to promote meaningful technology use in classrooms.
Date Created
2011
Contributors
- Robertson, Kristen (Author)
- Moore, David (Thesis advisor)
- Cheatham, Greg (Committee member)
- Catalano, Ruth (Committee member)
- Arizona State University (Publisher)
Topical Subject
- Education, Technology
- Educational leadership
- Teacher Education
- 21st Century learning
- Education
- Leadership
- Peer Coaching
- Professional Development
- Technology
- Educational change
- School management and organization
- Middle school teachers--In-service training.
- Middle school teachers
- Educational technology--Study and teaching.
- Educational technology
Resource Type
Extent
xii, 144 p. : col. ill
Language
Copyright Statement
In Copyright
Primary Member of
Peer-reviewed
No
Open Access
No
Handle
https://hdl.handle.net/2286/R.I.9074
Statement of Responsibility
by Kristen Robertson
Description Source
Viewed on March 2, 2012
Level of coding
full
Note
Partial requirement for: Ed. D., Arizona State University, 2011
Note type
thesis
Includes bibliographical references (p. 99-107)
Note type
bibliography
Field of study: Leadership and innovation (Policy and administration)
System Created
- 2011-08-12 03:57:13
System Modified
- 2021-08-30 01:53:54
- 3 years ago
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