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ERIC Number: ED556571
Record Type: Non-Journal
Publication Date: 2013
Pages: 234
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3037-0474-1
Principals as Enablers in the Use of Technology in High Schools
Pye, Jane M.
ProQuest LLC, Ed.D. Dissertation, Northcentral University
Use of educational technology, hardware and software such as whiteboards, simulators, math solvers, and language programs, has been shown to enhance learning by providing a more vivid, interactive experience. Yet a number of studies in the last 5 to 7 years have reported low use of educational technology (e-technology) by high school teachers and wide reluctance by teachers to become proficient in such use. Earlier studies have investigated the causes of this reluctance. Recent studies have linked behavior of teachers to desired outcomes expected by school leadership. This study examined the role of principals in enabling the use of e-technology--the expectations set and encouragement offered by school principals and the actual use of e-technology by teachers. A qualitative, explanatory multiple case study was conducted with each case being one of three high schools, two in California and one in Massachusetts, selected for ease of access by the researcher. The study used face-to-face interviews with principals and technology specialists (two cases had such a position), online questionnaires for teachers (10 to 12 responding from each school), and in two cases, discussions with a small focus group of teachers (6 to 10) to supplement the online questionnaire results. The questions were designed to learn about the perspectives of the principal and of the teachers on the incorporation of e-technology. Principals were asked about e-technology use in their school and the extent to which the principal put policies and resources in place to encourage such use. Teachers were asked about their use of e-technology and the factors that led them to use or not use such tools. Based on data collected from each school, the actual practice of the teachers was qualitatively compared to the expectations established by the principal for e-technology use. A cross-case analysis was conducted, between the school in which the principal showed active encouragement (technology plan, training, teacher evaluation, equipment, and technology support) and the two schools in which the principals depended on the school district office for e-technology decisions and policy. The findings indicate that for effective use of e-technology, desired outcomes must be clearly indicated and supported at the local school leadership level--the principal. [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:]
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Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: California; Massachusetts