A qualitative case study identifying leadership roles that significantly impact the integration of technology in secondary schools

dc.contributor.authorKipp, Charles Andrew
dc.date.accessioned2019-04-15T20:03:54Z
dc.date.available2019-04-15T20:03:54Z
dc.date.graduationmonthMayen_US
dc.date.issued2019-05-01
dc.date.published2019en_US
dc.description.abstractThis case study explored leadership behaviors that are perceived to have significant impact in the integration of technology at the secondary level in a Southwest Kansas school district. The study focused on the identification of leadership methods in the supervision, management, and evaluation of effectively integrating educational technology into the classroom. The focus-group sessions were conducted with several secondary-level principals in order to determine issues concerning technology such as (a) vision, (b) curriculum and instructional practice, (c) professional learning communities, and (d) social advocacy/digital citizenship. Furthermore, focus-group sessions were conducted with principals in order to determine (a) pre-existing policy and practice concerning technology integration, (b) significance of leadership behaviors and technology integration in the school and classrooms, (c) difficulties with implementation of additional supervisory criteria concerning technology, and (d) recommendations of the principals in terms of technology supervision and evaluation. The study included two focus groups (one high school group and one middle school group) from one Kansas school district. The study involves multiple focus group interviews, field notes, and a review of documents and artifacts. The data analysis identified significant themes that illustrated existing and desired behaviors and practices that the participants perceived to have a significant impact on technology integration at the secondary school level.en_US
dc.description.advisorRobert Hachiyaen_US
dc.description.degreeDoctor of Educationen_US
dc.description.departmentDepartment of Educational Leadershipen_US
dc.description.levelDoctoralen_US
dc.identifier.urihttp://hdl.handle.net/2097/39497
dc.language.isoen_USen_US
dc.subjectQualitativeen_US
dc.subjectTechnologyen_US
dc.subjectEducationen_US
dc.subjectLeadershipen_US
dc.subjectSecondaryen_US
dc.titleA qualitative case study identifying leadership roles that significantly impact the integration of technology in secondary schoolsen_US
dc.typeDissertationen_US

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