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| Format: | Recurso educativo Open Access |
| Language: | en |
| Published: |
2009
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| Subjects: | |
| Online Access: | https://eric.ed.gov/?id=ED515294 |
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| _version_ | 1867181922533244929 |
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| author | Smiley, Robert W. |
| author_facet | Smiley, Robert W. Smiley, Robert W. |
| collection | Education Resources Information Center |
| contents | Characteristics of Systems and Leadership in K-12 Public School Educational Technology Programs: Understanding Data Use, Decision Making, and Contextual Factors Smiley, Robert W. Public Schools Elementary Secondary Education School Districts Educational Technology Decision Making Performance Factors Information Utilization Administrator Characteristics Institutional Characteristics Management Information Systems Inferences Best Practices Effective Schools Research Technology Uses in Education Use Studies Educational Research Theory Practice Relationship This qualitative, multi-case research study examines how leaders use data to inform decisions related to technology use, including how they use enGauge program evaluation data, identifies leadership practices and related contextual factors present in four K-12 public school districts. This research study examines the questions: What are the characteristics of systems and leadership in identified K-12 public schools with reputations for strong educational technology use? Specifically, (1) in what ways do leaders in these identified schools leverage enGauge program evaluation data to inform technology policy and practice? (2) what leadership practices and contextual factors are evident in these identified schools that support strong educational technology use? Ten emerging themes and major program attributes emerged from this research. Necessary leadership qualities, or leadership areas to leverage, from the study include: (1) a vision for educational technology use for all students by all teachers; (2) accountability to achieve the vision; (3) leveraging the role of the Library Media Specialist(s) and the passionate advocate(s); (4) creating a viable funding model for acquiring and maintaining technology; (5) providing professional development for leaders with position authority concerning data-driven decision making techniques and strategies; (6) attention to creating classroom and common areas that promote educational technology use through building construction and renovation projects; and (7) working with State and Federal leaders to develop and implement policies that have a positive impact educational technology use. This case study of four K-12 public school districts identifies educational technology leadership best practices and major program attributes that are data driven, research informed, and connected to high-quality programs, relevant to local, state, and national application. Future research should examine these findings in light of new and emerging technologies, the increased role of state and federal governments, and the continued worldwide movement towards a technology- and information-rich global society. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml. |
| format | Recurso educativo Open Access |
| id | eric_ED515294 |
| institution | ERIC Institute of Education Sciences |
| language | en |
| publishDate | 2009 |
| record_format | eric |
| spellingShingle | Characteristics of Systems and Leadership in K-12 Public School Educational Technology Programs: Understanding Data Use, Decision Making, and Contextual Factors Smiley, Robert W. Public Schools Elementary Secondary Education School Districts Educational Technology Decision Making Performance Factors Information Utilization Administrator Characteristics Institutional Characteristics Management Information Systems Inferences Best Practices Effective Schools Research Technology Uses in Education Use Studies Educational Research Theory Practice Relationship Characteristics of Systems and Leadership in K-12 Public School Educational Technology Programs: Understanding Data Use, Decision Making, and Contextual Factors Smiley, Robert W. Public Schools Elementary Secondary Education School Districts Educational Technology Decision Making Performance Factors Information Utilization Administrator Characteristics Institutional Characteristics Management Information Systems Inferences Best Practices Effective Schools Research Technology Uses in Education Use Studies Educational Research Theory Practice Relationship This qualitative, multi-case research study examines how leaders use data to inform decisions related to technology use, including how they use enGauge program evaluation data, identifies leadership practices and related contextual factors present in four K-12 public school districts. This research study examines the questions: What are the characteristics of systems and leadership in identified K-12 public schools with reputations for strong educational technology use? Specifically, (1) in what ways do leaders in these identified schools leverage enGauge program evaluation data to inform technology policy and practice? (2) what leadership practices and contextual factors are evident in these identified schools that support strong educational technology use? Ten emerging themes and major program attributes emerged from this research. Necessary leadership qualities, or leadership areas to leverage, from the study include: (1) a vision for educational technology use for all students by all teachers; (2) accountability to achieve the vision; (3) leveraging the role of the Library Media Specialist(s) and the passionate advocate(s); (4) creating a viable funding model for acquiring and maintaining technology; (5) providing professional development for leaders with position authority concerning data-driven decision making techniques and strategies; (6) attention to creating classroom and common areas that promote educational technology use through building construction and renovation projects; and (7) working with State and Federal leaders to develop and implement policies that have a positive impact educational technology use. This case study of four K-12 public school districts identifies educational technology leadership best practices and major program attributes that are data driven, research informed, and connected to high-quality programs, relevant to local, state, and national application. Future research should examine these findings in light of new and emerging technologies, the increased role of state and federal governments, and the continued worldwide movement towards a technology- and information-rich global society. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml. |
| title | Characteristics of Systems and Leadership in K-12 Public School Educational Technology Programs: Understanding Data Use, Decision Making, and Contextual Factors |
| topic | Public Schools Elementary Secondary Education School Districts Educational Technology Decision Making Performance Factors Information Utilization Administrator Characteristics Institutional Characteristics Management Information Systems Inferences Best Practices Effective Schools Research Technology Uses in Education Use Studies Educational Research Theory Practice Relationship |
| url | https://eric.ed.gov/?id=ED515294 |