Date of Award
Summer 8-19-2019
Document Type
Dissertation
Degree Name
Doctorate of Education, Ed.D.
College
College of Education
Department
Education
First Advisor
Jillian Skelton, Ed.D.
Second Advisor
Dion Jones, Ph.D.
Third Advisor
Dana Shelton, Ed.D.
Abstract
Technology in the classroom takes many innovative and creative forms and inevitably many different roles. Since the turn of the century educational technology is perceived as possessing an exceeding potential to change the delivery of instruction but more significantly the student learning process. Strategies to implement the use of technology in the classroom continue to evolve with results ranging from effective use of technology that enhances learning to poor use of technology that has no effect on student learning. Past studies focused on teacher roles in technology implementation generated significant data that continues to guide new integration strategies without significant results. This study focuses on a gap in research where the target group to analyze is school administrators, from both elementary and secondary grade levels, within the context of their role in the implementation process of educational technology. Quantitative data collected through a survey questionnaire was analyzed for a correlation between technology implementation and school leaders’ technology preparation. The analysis also considered their outlook towards educational technology within the process of implementation. The results of that data analysis found a strong relationship between technology implementation in schools and the school leaders’ outlook or perception of technology in the classroom.