Today’s technological landscape is continuously changing and it is impacting schools. Public policy, the proliferation of technology embedded in society, and the potential of educational reform have all served as drivers to move schools toward implementing 1:1 technology that supports learning. This shift adds another dimension of complexity to the already complex job of school superintendent in the United States of America. This phenomenological study is the result of interviews with 11 superintendents from public school districts who shared their experience of leading the implementation of 1:1 technology. Five themes were identified as central to the experience of the participants in this study. They included: (1) Competent leader as learner; (2) Taking risk and action with an unknown outcome; (3) Sense of duty to grow others; (4) Experiencing and managing pressures; and (5) Managing new and evolving organizational logistics. A composite description of the essence was developed that shared the participants’ experience of leading adaptive change. This research may help future researchers, school boards, superintendents, technology leaders, and organizations that offer professional development or education for superintendents or inform future implementations.
|Commitee:||Cisewski, Shannon, Eubank, Roxanne, Wahlstrom, Carl|
|School:||Saint Mary's University of Minnesota|
|School Location:||United States -- Minnesota|
|Source:||DAI-A 77/11(E), Dissertation Abstracts International|
|Subjects:||Educational leadership, School administration, Educational technology|
|Keywords:||Adaptive change, Digital conversion, Implementation, Superintendents|
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