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ERIC Number: ED559881
Record Type: Non-Journal
Publication Date: 2013
Pages: 161
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3033-3805-2
Developing the Principal's Capacity to Lead Technology Integration within the School: An Action Research Study
Bobbera, Robert L.
ProQuest LLC, D.Ed. Dissertation, Capella University
The school principal's role is demanding. Responsible for complex systems impacting student learning, the principal must possess knowledge in varied areas of the educational system. Rising from the roots of the teaching principal, the leadership paradigm of modern school principals has evolved over time. With the integration of digital technologies in today's classrooms, twenty-first century principals are seeing their leadership role modified to incorporate these instructional devices. Often completing their administrative training in an era when modern technologies included the VHS players and microcomputers running 8-inch floppy disks, principals today must be versed in instructional pedagogy that includes interactive whiteboards, document cameras, e-book readers, mini-notebook computers, tablet computers and smartphones. Research clearly identifies the school principal's role as key to the successfully technology integration efforts within the school and district. The research is equally clear that, for this leadership paradigm to be carried out, principals must possess current knowledge in technology integration pedagogy and leadership practices. Building upon this notion, this study sought to understand if change occurred within the technology leadership practices of the school principal after participating in professional development sessions focusing on the technology leadership paradigm. This action research study examined 14 principals employed within a district that has invested substantial financial resources in the acquisition and instillation of various instructional technologies. Principals were randomly assigned to either an experimental or control group. The experimental group participated in a series of professional development sessions focusing on technology integration pedagogy and leadership practices. Both study groups were administered the Principal Technology Leadership Assessment (UCEA Center for the Advanced Study of Technology Leadership in Education, 2006) pre- and posttreatment within this study. Additional data identifying technology integration and student engagement levels was collected within the research district's classrooms using the ISTE Classroom Observation Tool (Bielefeldt, 2011). Change recorded within the experimental group appeared to validate the assertion that a professional development program focusing on technology integration pedagogy and leadership practices can positively impact the principals' technology leadership with their school. [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:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A