A Case Study Exploring Effective Leadership in Technology Integration in Three Southeastern U.S. Elementary Schools
School of Education
Doctor of Education (EdD)
Joan Fitzpatrick, Fred Milacci
21st Century Learning, Administrators, Leadership, Technological Pedagogy, Technology, Technology Leaders
Education | Educational Administration and Supervision | Educational Assessment, Evaluation, and Research | Educational Leadership | Online and Distance Education | Other Educational Administration and Supervision
Woodward, Lauren, "A Case Study Exploring Effective Leadership in Technology Integration in Three Southeastern U.S. Elementary Schools" (2018). Doctoral Dissertations and Projects. 1845.
The purpose of this qualitative multiple case study was to explore the characteristics of effective leadership in technology integration for school leaders and staff members in three southeastern, U.S. elementary schools. The theoretical framework that guided this study was based on Spillane’s (2005) distributed leadership model and Kouzes and Posner’s (2012) model of transformational leadership. These theories provided an understanding of leadership practices and characteristics that fostered an environment, which successfully supported the process of technology integration. The rationale for the study was that there is a gap in the literature that addresses effective leadership and practices for technology integration. The central research question was “What leadership practices are demonstrated by elementary school administrators who facilitate effective technology integration in the school?” The study was conducted in three southeastern U.S. elementary schools, and the sample consisted of specific staff members who have proven to be effective leaders for technology integration. The participants included the: (a) instructional technology specialist; (b) the administrator, (c) teacher, and instructional resource teacher at each elementary school. Data was collected from interviews, surveys, artifacts, and the researcher’s journal. The collected data was analyzed to identify and describe the techniques used by administrators to successfully integrate the use of technology. Data analysis occurred through the use of: (a) induction, (b) thick case description, (c) coding, (e) cross-case analysis, and (f) pattern identification. The data yielded three themes which are as follows: technology action plans, professional development, and collaboration. Effective leaders utilized these strategies to integrate technology at their respective school sites.
Educational Assessment, Evaluation, and Research Commons, Educational Leadership Commons, Online and Distance Education Commons, Other Educational Administration and Supervision Commons