NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1113180
Record Type: Journal
Publication Date: 2016
Pages: 19
Abstractor: As Provided
ISSN: ISSN-1539-1523
Aspiring School Administrators' Perceived Ability to Meet Technology Standards and Technological Needs for Professional Development
Yu, Chien; Prince, Debra Lindsey
Journal of Research on Technology in Education, v48 n4 p239-257 2016
The merits of technology in general and of educational technology specifically are well documented. The use of educational technology has been shown to improve teaching and learning and the overall educational quality of schools. However, the successful integration of educational technology in schools hinges on school administrators' technology leadership abilities. The purpose of this study was to investigate aspiring school administrators' perceived ability to meet technology standards established by ISTE Standards for Administrators (formerly known as the NETS·A) and to determine which standards they wished to pursue for future professional development. Utilizing the ISTE Standards-A as a framework, a survey was created to decipher how aspiring school administrators perceived their own abilities to become leaders with foundational technology leadership skills. The findings showed that (a) the aspiring school administrators were more likely to indicate a need for professional development in technology utilization to meet the standards than they were to indicate their perceived current competence in meeting the technology standards and effectively utilizing technology in their schools; (b) when interests were examined by race, African American aspiring school administrators were more interested in pursuing professional development to enhance their abilities to perform the tasks than were Caucasian aspiring school administrators; and (c) there was a statistically significant difference between aspiring school administrators' average "Perception" and "Interest" scores. It appeared that in general, the participants perceived a greater need for professional development in technology standards than their perceived current ability to perform the standards.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A