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Dissertation/Thesis Abstract

Leading Effective Educational Technology in K–12 School Districts: A Grounded Theory
by Hill, Lara Gillian C., Ed.D., University of Phoenix, 2011, 248; 3529286
Abstract (Summary)

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.

Indexing (document details)
Advisor: Hutkin, Ronald
Commitee: Hargiss, Kathleen, Vance, Leslie
School: University of Phoenix
Department: Advanced Studies
School Location: United States -- Arizona
Source: DAI-A 74/01(E), Dissertation Abstracts International
Subjects: Educational leadership, School administration, Educational technology
Keywords: Ed tech leadership, Effectively leading educational technology, Grounded theory, School districts
Publication Number: 3529286
ISBN: 978-1-267-65475-5
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