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The Effects Of School Leaders Support On Teachers Integration Of Technology In Catholic Schools
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Book Synopsis The Effects of School Leaders' Support on Teachers' Integration of Technology in Catholic Schools by : Donna Reeves-Brown
Download or read book The Effects of School Leaders' Support on Teachers' Integration of Technology in Catholic Schools written by Donna Reeves-Brown and published by . This book was released on 2020 with total page 187 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Leadership for Technology Integration by : Deborah Lee Linke
Download or read book Leadership for Technology Integration written by Deborah Lee Linke and published by . This book was released on 2016 with total page 276 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to examine how school leaders support high levels of technology integration in regular classroom instruction at the middle school level. Teachers asked to integrate new and emerging technologies into their classrooms, require support that extends beyond professional development. Effective integration is that which is student-centred, and extends learning in the classroom to be collaborative, interactive, and differentiated. School leadership can provide the vision, direction, and structure that guide teachers in the effective use of Information and Communication Technologies (ICT) in their classrooms. By focusing on a local context, this study sought to isolate the school leadership decisions and actions that influence technology integration that is student-centred, at the classroom level. Teachers at two middle schools from similar districts, both with one-to-one programs, but different levels of technology integration, participated in surveys measuring the moderating effects of leadership and school structures on effective technology integration in classrooms. The quantitative portion of this case study, designed as a cross-case analysis, supported qualitative data collected from eight interviews across both school, including school principals, teachers, and related support personnel. Analysis of quantitative and qualitative data revealed the large effect that district and school leadership have on the decisions of teachers with technology in their classrooms. District leadership, in particular, had a strong effect on high levels of technology integration, followed by the decisions of school leadership, and opportunities for intentional collaboration around ICT implementation strategies. Between the two schools, significant differences were seen in the level of direction and support received from the district that correlated with the role of school leadership, and the ability of teachers to participate in meaningful collaboration around effective technology use in the classroom. Recommendations for school leadership include planning for specific training and opportunities for teacher collaboration at the direction of both school and district leadership. Future recommendations for research include a closer look at the role district leadership plays in facilitating effective technology integration at the classroom level, partnered with the role that technology support specialists at the district and school levels play in the leadership process.
Book Synopsis Beliefs about Technology Integration Support Factors Held by School Leadership and School Faculty by : Katherine Williams
Download or read book Beliefs about Technology Integration Support Factors Held by School Leadership and School Faculty written by Katherine Williams and published by . This book was released on 2006 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Teachers' beliefs have been identified as a barrier to classroom technology integration. School leadership support that reduces or removes integration barriers can assist teachers in the move from traditional teaching beliefs and practices towards successful classroom technology integration. This mixed methods study investigated beliefs of school leaders and teacher participants concerning support factors that affect technology integration from a mid-sized suburban public school system in the southeastern United States. The quantitative phase of this study included 556 school leaders and teachers. The quantitative survey Beliefs about Teaching with Technology (BATT) measured the school leaders and teachers' beliefs concerning support factors that affect technology integration. A MANOVA was used to identify significant differences between the two groups and to select the extreme cases for the second phase of the study. An extreme case was defined as one in which the school leaders and teachers had a statistically different view of the beliefs about teaching with technology. Significance was found at the p = .001 level in all categories of beliefs investigated. This qualitative phase of the study included participants from three extreme case schools. Interviews with key informants further explored the differences in beliefs between three leaders and nine teachers and identified differing perspectives between their beliefs about factors that support technology integration in their schools. These interviews also provided descriptions of behaviors related to individuals' beliefs about these factors. The constant comparative model was used for interview analysis. If classroom technology integration is to be successful, leaders and teachers in a school should possess similar beliefs about the availability and nature of the school-based support, resources, professional development, vision, and incentives necessary to encourage change within a school environment. This study identified the existence of differences in such beliefs between these two groups in one school system, a necessary step before conducting further research on the impact these differences in beliefs could have on individuals' behaviors related to the successful integration of technology into classroom instruction.
Book Synopsis Technology Leadership in Elementary School Principals by : Christine Davis Inkster
Download or read book Technology Leadership in Elementary School Principals written by Christine Davis Inkster and published by . This book was released on 1998 with total page 746 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Exploring Catholic Education In The Twenty-First Century by : Meredith J. C. Swallow
Download or read book Exploring Catholic Education In The Twenty-First Century written by Meredith J. C. Swallow and published by . This book was released on 2015 with total page 428 pages. Available in PDF, EPUB and Kindle. Book excerpt: Although Catholic schools are the largest sector of the national private and faith-based educational market, the overall student enrollment in Catholic K-12 schools has steadily declined. In order for Catholic schools to remain sustainable and competitive among the many different educational options in the twenty-first century, they must set themselves apart from other schools by offering unique learning opportunities that support twenty-first century education while promoting Catholic educational values. Recognizing the need for updated teaching practices, balanced pedagogy with Catholic educational values, and focused research on Catholic education, this two-year multiple-case study explored the instructional practices of eight middle level Catholic teachers during an initiative focused on shifting instructional strategies to support twenty-first century education supported by educational technology integration. Teaching practices were documented through participant observations, interviews, survey, and historical and field evidence. Data illuminated much variability in teachers' interpretations of twenty-first century education, classroom practice, and levels of technology integration. All teachers encouraged creativity, critical thinking, communication and collaboration in their instruction, however these specific domains of learning were primarily supported through an emphasis on lower order cognitive skills and processes. Although evidence suggested consistent technology integration in classrooms, technology was primarily used to substitute or augment instruction as opposed to the transformation of teaching and learning to support twenty-first century education. Data also revealed a balance between Catholic educational values and new teaching pedagogies except in Religion classes or instruction. This finding suggested content subject culture was a confounding aspect to instructional practices. This study highlights suggestions for teacher practice that include rethinking the purpose and structure of assessment, balancing personal opinions of technology with twenty-first century instruction, and shifting teacher-student classroom roles to foster teaching and learning environments that support creativity. Furthermore, additional implications for teachers and policy makers center on collaboration as a model for student learning, and to promote a shared vision for Catholic education in the twenty-first century. The implications for future research focus on expanding the study to include school level influencing factors and participants, centering on Religion class as the context, and the inclusion of students' perspectives.
Book Synopsis Handbook of Research on the Education of School Leaders by : Michelle D. Young
Download or read book Handbook of Research on the Education of School Leaders written by Michelle D. Young and published by Routledge. This book was released on 2016-08-19 with total page 449 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Handbook of Research on the Education of School Leaders brings together empirical research on leadership preparation and development to provide a comprehensive overview and synthesis of what we know about preparing school leaders today. With contributions from the field’s foremost scholars, this new edition investigates the methodological foundations of leadership preparation research, reviews the pedagogical and curricular features of preparation programs, and presents valuable insights into the demographic, economic, and political factors affecting school leaders. This volume both mirrors the first edition’s macro-level approach to leadership preparation and presents the most up-to-date research in the field. Updates to this edition cover recent state and federal government efforts to improve leadership in education, new challenges for the field, and significant gaps and critical questions for framing, researching, evaluating, and improving the education of school leaders. Sponsored by the University Council of Educational Administration (UCEA), this handbook is an essential resource for students and scholars of educational leadership, as well as practitioners, policymakers, and other educators interested in professional leadership. .
Book Synopsis The Impact of the Tech-savy School Leader on School Culture by : Jennifer L. Scheffer
Download or read book The Impact of the Tech-savy School Leader on School Culture written by Jennifer L. Scheffer and published by . This book was released on 2013 with total page 78 pages. Available in PDF, EPUB and Kindle. Book excerpt: The 21st century is a transformative era infused with technology and digital resources that are changing society. School leaders are realizing the opportunities that effective technology integration can have on teaching and learning, including instant communication, access to information, open source instructional materials, personalized learning plans, potential cost savings, and increased student motivation, and many are using innovative approaches to meeting the challenges that come along with this integration. Technology rich school environments are developing as a result of leaders who use and understand current technology and the positive impact its effective integration can have on school culture. The purpose of this project is to show a connection between tech-savvy school leaders and their ability to create a positive school culture. The significance of this study stems from the increasing awareness from school leaders that the current and future generations of learners have drastically different needs from previous generations. Tech-savvy leaders have a vision of personalized, 24/7, life-long learning for their students. A tech-savvy leader uses her knowledge and understanding of technology integration, along with her leadership skills and influence on all stakeholders, to move the entire school community towards achieving this vision. Through a survey distributed to school leaders vi Twitter, 88 school leaders shared their professional views on social networking sites and web 2.0 tools. Highlights from the study showed school leaders are using social networking and web 2.0 tools including Facebook (66%), Twitter (100%), LinkedIn (60%, Pinterest (41%), and YouTube (88%), for their own professional development. Seventy percent of administrators believe there is a place for Facebook in schools, 88% have school infrastructures which support technology integration, including wireless mobile devices, and 49% have either 1 : 1 or Bring Your Own Device policies. This study explores the impact technology is having on school culture and the beliefs and practices of the 21st century tech-savvy school leader.
Book Synopsis What School Leaders Need to Know About Digital Technologies and Social Media Wiley E-Text Card by : Scott McLeod
Download or read book What School Leaders Need to Know About Digital Technologies and Social Media Wiley E-Text Card written by Scott McLeod and published by Jossey-Bass. This book was released on 2013-02-04 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Facebook, Twitter, Google . . . today's tech-savvy students are always plugged in. However, all too often their teachers and administrators aren't experienced in the use of these familiar digital tools. If schools are to prepare students for the future, administrators and educators must harness the power of digital technologies and social media. With contributions from authorities on the topic of educational technology, What School Leaders Need to Know About Digital Technologies and Social Media is a compendium of the most useful tools for any education setting. Throughout the book, experts including Will Richardson, Vicki Davis, Sheryl Nussbaum-Beach, Richard Byrne, Joyce Valenza, and many others explain how administrators and teachers can best integrate technology into schools, helping to make sense of the often-confusing world of social media and digital tools. They offer the most current information for the educational use of blogs, wikis and podcasts, online learning, open-source courseware, educational gaming, social networking, online mind mapping, mobile phones, and more, and include examples of these methods currently at work in schools. As the book clearly illustrates, when these tools are combined with thoughtful and deliberate pedagogical practice, it can create a transformative experience for students, educators, and administrators alike. What School Leaders Need to Know About Digital Technologies and Social Media reveals the power of information technology and social networks in the classroom and throughout the education community.
Book Synopsis Catholic School Leadership by : Anthony J. Dosen
Download or read book Catholic School Leadership written by Anthony J. Dosen and published by IAP. This book was released on 2016-01-01 with total page 216 pages. Available in PDF, EPUB and Kindle. Book excerpt: The administration of Pre K – 12 Catholic schools becomes more challenging each year. Catholic school leaders not only have the daunting task of leading a successful learning organization, but also to serve as the school community’s spiritual leader and the vigilant steward who keeps the budget balanced, the building clean, and maintaining a healthy enrollment in the school. Each of these tasks can be a full time job, yet the Catholic school principal takes on these tasks day after day, year after year, so that teachers may teach as Jesus did. The goal of this book is to provide both beginning and seasoned Catholic school leaders with some insights that might help them to meet these challenges with a sense of confidence. The words in this text provide research?based approaches for dealing with issues of practice, especially those tasks that are not ordinarily taught in educational leadership programs. This text helps to make sense of the pastoral side of Catholic education, in terms of structures, mission, identity, curriculum, and relationships with the principal’s varied constituencies. It also provides some insights into enrollment management issues, finances and development, and the day in day out care of the organization and its home, the school building. As a Catholic school leader, each must remember that the Catholic school is not just another educational option. The Catholic school has a rich history and an important mission. Historically, education of the young goes back to the monastic and cathedral schools of the Middle Ages. In the United States, Catholic schools developed as a response to anti?Catholic bias that was rampant during the nineteenth century. Catholic schools developed to move their immigrant and first generation American youth from the Catholic ghetto to successful careers and lives in the American mainstream. However, most importantly, Catholic schools have brought Christ to generations of youngsters. It remains the continuing call of the Catholic school to be a center of Evangelization—a place where Gospel values live in the lives of faculty, students and parents. This text attempts to integrate the unique challenges of the instructional leader of the institution with the historical and theological underpinnings of contemporary Catholic education.
Book Synopsis "Touching Tomorrow with Technology" by : Jean S. Camp
Download or read book "Touching Tomorrow with Technology" written by Jean S. Camp and published by . This book was released on 2007 with total page 149 pages. Available in PDF, EPUB and Kindle. Book excerpt: "The school administrator's leadership is an important factor in the integration of instructional technology into the academic program of the school. A good model for how an effective principal leads a technology initiative is needed. This in-depth case study examines the effect of a principal's leadership on the implementation of a technology initiative in what has been recognized as an exemplary school for effective technology use. Interviews, observations, and document reviews were conducted to gain insights into the principal's role and his influence on the school's technology integration. Results show that this principal was a key factor in the success of the school's technology integration. He identified teacher leaders who developed as technology leaders and worked with them in all aspects of the implementation. The faculty worked collaboratively to develop and achieve a shared vision where technology is seamlessly integrated into the instructional program. The principal created a positive environment in the school by modeling enthusiasm for the vision, focusing on the best for students, and supporting the staff. Together they developed an exemplary program where technology is used effectively to enhance teaching and learning."--Abstract from author supplied metadata.
Book Synopsis Principals' Actions for Influencing Technology Integration Within Small City School Districts by : Daniel R. Wilson
Download or read book Principals' Actions for Influencing Technology Integration Within Small City School Districts written by Daniel R. Wilson and published by . This book was released on 2018 with total page 103 pages. Available in PDF, EPUB and Kindle. Book excerpt: The United States federal government believes that "technology can be a powerful tool for transforming learning" (U.S. Department of Education, 2017, p. 1 ). The purpose of this qualitative study is to explore the beliefs and actions of high school principals regarding technology integration using Bolman and Deal's Four Frames (Structural, Human Resources, Political, and Symbolic) and how these beliefs and actions encourage and support faculty in the integration of this technology. Interviews of teachers will explore the level of technologyintegration, defined through TIM as entry, adoption, adaptation, infusion, and transformation (Florida Center for Instructional Technology, 2005) as well as their observations of the actions taken by their principal that encouraged them to integrate technology. Data was collected through semi-structured face-to-face interviews conducted with high school principals as well as a focus group of teachers to get insight about their beliefs and actions regarding technology integration in an effort to answer the following four research questions: 1. What are the beliefs of high school principals on technology integration to support active engagement for urban learners? 2. What are the teachers' understandings about the value of integration of technology to support active engagement for urban learners? 3. Is there evidence that the level of classroom technology integration is influenced when one (or more) of Bolman and Deal's Four Frames are used? 4. Which quadrant(s) of the Four Frames (Bolman and Deal) do high school principals use most frequently to increase the "level of technology integration?" a. Do high school principals deliberately choose one (or more) of the 4 frames to encourage technology integration in classrooms? The findings suggested that technology is a tool that must be used productively to engage urban students with the lesson. This study also demonstrates that the teaching staff feels that technology can be used to motivate the students to be engaged in the lesson. When principals are planning a technology initiative within their building, this study suggests that principals used multiply frames to influence and support their staff through the process. Furthermore, this study made recommendations for policy, practices and future studies that will provide educators, administrators and stakeholders with the opportunities to examine their current practices to create and sustain a technology initiative to support student achievement.
Book Synopsis Teachers' Perceptions Regarding the Efficacy of Technology Integration Into the Classroom by : Cheryl Cooper
Download or read book Teachers' Perceptions Regarding the Efficacy of Technology Integration Into the Classroom written by Cheryl Cooper and published by . This book was released on 2006 with total page 266 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Pedagogical Applications and Social Effects of Mobile Technology Integration by : Keengwe, Jared
Download or read book Pedagogical Applications and Social Effects of Mobile Technology Integration written by Keengwe, Jared and published by IGI Global. This book was released on 2013-02-28 with total page 375 pages. Available in PDF, EPUB and Kindle. Book excerpt: With the rapid development of emerging technology tools, the digital nature of learning environments continues to change traditional forms of education. Therefore, knowledge of these changes for incorporation into classroom instruction is necessary. Pedagogical Applications and Social Effects of Mobile Technology Integration analyzes possible solutions over the concerns and issues surrounding mobile technology integration into the classroom. This book is an essential resource for professionals, researchers, and technology leaders interested in providing a direction for the future of classroom technology.
Book Synopsis Technology Integration in Georgia Public Elementary Schools by : Timothy H. Sawyer
Download or read book Technology Integration in Georgia Public Elementary Schools written by Timothy H. Sawyer and published by . This book was released on 2011 with total page 89 pages. Available in PDF, EPUB and Kindle. Book excerpt: Author's abstract: The purpose of this qualitative study was to identify actions and practices that effective technology leaders use to support and sustain technology integration in elementary school classrooms. Three Georgia public elementary school principals who had been identified as top building level technology leaders and three each of their teachers were interviewed using researcher developed interview questions that addressed the International Society for Technology in Education (ISTE) seven factors for successful technology implementation. The interviews provided insights into the principals' and teachers' perspectives regarding the principals' roles in effectively implementing classroom technology in their schools. Interview data were analyzed inductively through pattern identification and coding. Three themes emerged from analysis of the principals' interviews: obtaining hardware, software, and training; communicating expectations for technology use; and, defining what was considered effective use of technology. The three themes that were gleaned from teachers' interviews were: the principals' encouragement, enthusiasm, and support for technology use; willingness and ability of the principal to provide needed educational technology hardware, software, and training; and, how the principals sought to ensure the desired amount and type of technology integration in their teachers' classrooms. One theme-provision of equipment and training-was shared between the two groups, and seemed to be the foundation on which the rest of the leadership actions were built. The other themes showed that the two groups' perspectives of the principals' roles were similar and supportive of each other, as the teachers' emphases were essentially the way they perceived the principals' performance of their fundamental effective leadership behaviors. All of this led to successful technology integration.
Book Synopsis Handbook of Research on Enhancing Teacher Education with Advanced Instructional Technologies by : Ololube, Nwachukwu Prince
Download or read book Handbook of Research on Enhancing Teacher Education with Advanced Instructional Technologies written by Ololube, Nwachukwu Prince and published by IGI Global. This book was released on 2015-07-17 with total page 519 pages. Available in PDF, EPUB and Kindle. Book excerpt: Before today’s teachers are ready to instruct the intellectual leaders of tomorrow, they must first be trained themselves. Information and communication technology can greatly increase the effectiveness of this training and also aid teachers as they seek to bring the latest technological advancements into their own classrooms. The Handbook of Research on Enhancing Teacher Education with Advanced Instructional Technologies explains the need to bring technology to the forefront of teacher training. With an emphasis on how information and communication technology can provide richer learning outcomes, this book is an essential reference source for researchers, academics, professionals, students, and technology developers in various disciplines.
Download or read book New Frontiers written by Regina Haney and published by . This book was released on 1997 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book is an outgrowth of the New Frontiers for Catholic Schools project, a collaborative effort of the National Catholic Educational Association and the University of Dayton. The goal of the book is to support Catholic educators and schools to make technology a vital part of the future of Catholic education. The chapters are as follows: (1) "Seize the Day!" (Angela Ann Zukowski); (2) "A Pastoral Perspective: Theology and Communication" (Angela Ann Zukowski); (3) "2020 Visions for the Future of Education" (David D. Thornburg); (4) "Paradigms of Innovation and Criteria" (Angela Ann Zukowski); (5) "Leadership without Followers" (Christopher J. Dede); (6) "Producing a Technology Plan" (Regina Haney); (7) "Technology Partnerships" (Gail Morse); (8) "New Frontiers" (Regina Haney); (9) "Catholic School Libraries in the 21st Century" (Carol Ann K. Winkler); (10) "Media Literacy" (Frances M. Trampiets); (11) "Technology Coordinator: Who Do They Say I Am?" (Nancy Erhart); (12) "Ethical and Legal Challenges of Technology" (Angela Ann Shaughnessy); (13) "Planning from the Diocesan Perspective (and Sample Plan)" (Marian Stuckey); (14) "Technology Planning from the Elementary School Perspective: Beyond Chalk, Talk, and Textbooks" (Paul E. DeZarn); (15) "Emphasizing the Staff Development Perspective in Technology Integration" (Natalie Krupka); (16) "Planning from a Total Parish Perspective" (Dean V. Waggenspack); (17) "Artisans of Faith: A New Renaissance" (Angela Ann Zukowski); (18) "A Sabbatical View of Catholic Schools" (Margaret E. Curran); and (19) "Survey Research: The Effectiveness of the New Frontiers Program" (David A. Bouton). Appendices include a "Study Guide for 'Aetatis Novae' (The Dawning of a New Era)"; the Ursuline Academy of Dallas technology plan; resource materials on funding educational technology; classroom wiring standards from Ohio SchoolNet; and sample selection criteria for hardware and software acquisition. (MES)
Book Synopsis The Impact Systems Design and Leadership Practices Have on Technology Integration and Adaptation at the K-12 School Level During a Time of Change by : Gustavo M. Loor
Download or read book The Impact Systems Design and Leadership Practices Have on Technology Integration and Adaptation at the K-12 School Level During a Time of Change written by Gustavo M. Loor and published by . This book was released on 2021 with total page 390 pages. Available in PDF, EPUB and Kindle. Book excerpt: The COVID-19 pandemic has compelled K-12 schools and districts across the United States to quickly pivot to distance learning. This disruption to traditional in-person instruction required shifts in district leadership and teacher pedagogy. Previous research has shown that teachers must be provided with learning and supportive environments that cultivate and enhance their instructional technology proficiency and capabilities, hence the importance of technology leadership among K-12 administrators (Ertmer, 2005; Ertmer & Ottenbreit-Leftwich, 2010; Hennessy et al., 2005; Hew & Brush, 2007). However, much of the research in the field of K-12 technology integration has relied on quantitative and mixed-methods approaches to reflect their findings. Several gaps in the existing literature have led to a need not only for an in-depth case study approach, but also the need to study the geographic region of New York in the research base. This comparative case study was conducted in two suburban Long Island, New York school districts. The researcher will aim to triangulate findings by utilizing data from teacher focus groups, individual interviews from leaders, and a thorough document analysis of instructional technology plans, teacher contracts, and district websites. The purpose of this comparative case study was to examine the organizational dynamics and leadership practices necessary for an effective K-12 technology integration environment during a time of change. As this study conveys, leadership practices and systems thinking matter. They have been found to have a prominent impact on technology implementation and adaptation within the fabric of K-12 schooling (Christensen, 2018; Raman et al, 2019; Dexter & Richardson, 2020). Given the sudden shift in teaching pedagogy and educational leadership due to a global pandemic, this study aims to stimulate a novel investigation and thorough analysis of its implications on K-12 schools and districts through the lens of key educational stakeholders (e.g., leaders and teachers). Ultimately, the study serves as both a resource and framework to assist the K-12 education community respond to a change process and provide a theoretical framework and research-based actionable steps for educational leaders to utilize as a guide while navigating through shifting teaching and learning landscapes during a time of change.
