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Dissertation/Thesis Abstract

Requisite skills and knowledge principals perceive necessary to successfully integrate technology at the middle school level
by Kennedy, Kateri Tekakwitha, Ed.D., Sage Graduate School, 2015, 134; 10009839
Abstract (Summary)

Technology integration does not happen in a vacuum. It needs a plan. School leaders must oversee this plan and combine best practices for implementing effective instructional practices, sound curricula, and educational technology. Just as instructional leaders need to have a command of curriculum and instruction, educational technology leaders need to have a command of curriculum, instruction, and educational technology. This phenomenological qualitative study explored and uncovered the perspectives of ten middle school principals with the New York City Department of Education regarding the requisite skills and knowledge they perceived necessary to integrate technology effectively to support their students’ learning outcomes. The findings demonstrated the principals relied more on their leadership skills than their knowledge of technology to lead a technology integration initiative. They cited leadership skills such as building capacity, fostering professional learning, articulating a clear vision and mission, as well as sharing responsibility through collaborative and distributive leadership as necessary to oversee an integrated technology initiative. The principals saw themselves as the technology leader while maintaining that knowledge of technology was not necessary for school leaders to oversee a technology integration initiative and delegated such oversight to designated personnel. The principals recognized technology’s role in education and did not see it as a separate entity. They articulated the need for curriculum and instruction to coexist with technology to push student thinking, encourage active student engagement, and support rigorous instruction in the new millennium, and this required educational technology leadership. Leadership is needed to assess curriculum and instruction and insure both are supporting students’ learning outcomes. In the 21st century, this will require educational technology leadership.

Indexing (document details)
Advisor: Smith, Charlene
Commitee: Alemu, Daniel, Berkowicz, Jill
School: Sage Graduate School
Department: Education
School Location: United States -- New York
Source: DAI-A 77/07(E), Dissertation Abstracts International
Subjects: Educational leadership, Middle School education, Educational technology
Keywords: Educational technology leadership, Instructional technology, Middle school leadership, School leadership, Technology integration
Publication Number: 10009839
ISBN: 978-1-339-46236-3
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