Sponsor
Portland State University. Department of Educational Leadership and Policy
First Advisor
Deborah Peterson
Date of Publication
Fall 10-28-2015
Document Type
Dissertation
Degree Name
Doctor of Education (Ed.D.) in Educational Leadership: Administration
Department
Educational Leadership and Policy
Language
English
Subjects
Educational technology, Educational leadership, Teachers -- In-service training -- Attitudes, Teaching -- Aids and devices -- Public opinion
DOI
10.15760/etd.2622
Physical Description
1 online resource (ix, 283 pages)
Abstract
This study examined the connection between perceptions of teacher self-efficacy, professional development, and leadership practices and attitudes as it relates to successful implementation of technology for student learning in K-12 schools. As external pressures exhort schools to transform the learning environment and to include more meaningful applications of technology in the learning experiences for all students, issues which create barriers to a successful implementation of new practices must be examined.
This study examined the responses of teachers, school and district administrators, and technology support personnel in a stratified random sample from 37 school districts in the state of Oregon to analyze the combined effects of teacher self-efficacy perceptions, leadership practices, and professional development as they relate to the implementation of classroom educational technology.
The study revealed perceptual differences between staff roles of what teachers know about technology and how they use technology. School contexts, such as percentages of disadvantaged or non-White students, and teacher factors, such as age and gender, affected participant perception of technology implementations and of professional development opportunities.
The researcher proposes a new framework for understanding school contexts and for planning successful technology implementations based upon a review of literature and original research.
Rights
In Copyright. URI: http://rightsstatements.org/vocab/InC/1.0/ This Item is protected by copyright and/or related rights. You are free to use this Item in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you need to obtain permission from the rights-holder(s).
Persistent Identifier
http://archives.pdx.edu/ds/psu/16416
Recommended Citation
Morelock, Joseph Stephen, "Effective Technology Implementation in Schools: Differing Perceptions of Teachers, Administrators, and Technology Staff" (2015). Dissertations and Theses. Paper 2626.
https://doi.org/10.15760/etd.2622