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ERIC Number: ED546404
Record Type: Non-Journal
Publication Date: 2011
Pages: 248
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-2676-5475-5
Leading Effective Educational Technology in K-12 School Districts: A Grounded Theory
Hill, Lara Gillian C.
ProQuest LLC, Ed.D. Dissertation, University of Phoenix
A systematic grounded theory qualitative study was conducted investigating the process of effectively leading educational technology in New Jersey public K-12 school districts. Data were collected from educational technology district leaders (whether formal or non-formal administrators) and central administrators through a semi-structured online questionnaire and an online focus group. Six themes were identified: (a) leadership characteristics, (b) leadership skills, (c) leadership responsibilities, (d) organizational structure of educational technology, (e) general technology responsibilities, and (f) pressures. In addition, a grounded theory representing the relationships of the various themes to each other was generated. The research findings are beneficial to central administration and educational technology leaders at school districts by providing a grounded theory model of relationships of the themes to each other within the process of leading educational technology and recommendations for best practices. [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
Identifiers - Location: New Jersey