The responsibility of ensuring that students are educated both academically and socially lies squarely on the shoulders of California K-12 public school district superintendents and the dominating presence of technology in everyday life necessitates that district superintendents lead a digital-age learning culture within their districts. The purpose of this survey study was to investigate and describe strategies utilized by California K-12 public school district superintendents to create, promote, and sustain, a digital-age learning culture as operationalized in the International Society for Technology in Education Standards (ISTE) for advancing digital-age leadership. A second purpose of the study was to investigate what these superintendents perceive to be the greatest challenges related to leading a digital-age learning culture and what they believe is needed to address the challenges.
A survey was administered online to the census population of 1,051 California K-12 public school district superintendents. The survey consisted of 3 background questions, 5 quantitative-based questions and 2 open-ended qualitative questions. Ninety two superintendents responded to the survey.
Analysis and interpretation of the data resulted in the following conclusions: (1) The superintendent's leadership for developing and stewarding a shared vision for technology-supported learning for all students is key. (2) Translating a vision for a digital-age learning culture for all requires superintendents to: a) prioritize funding, b) provide educators with access to current technology, and c) promote continuing learning opportunities. (3) Promoting collaboration about the use of technology within the district is another key. (4) Superintendents need more funding than currently exists in order to provide current technology, access to technology services, and professional development for educators; and, (5) There is a need for a statewide vision among state leaders, district leaders, and technology industry leaders.
Based on the findings of this study, it is recommended that superintendents need to develop a clear vision, place heavy emphasis on professional development, and collaborate with the community to make funding the utmost priority.
|Commitee:||Marsden, Dale, Sparks, Paul|
|School Location:||United States -- California|
|Source:||DAI-A 76/05(E), Dissertation Abstracts International|
|Subjects:||Educational leadership, Middle School education, School administration, Elementary education, Secondary education, Educational technology|
|Keywords:||California, Digital-age, Educational technology, ISTE, Learning culture, Organizational leadership|
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