There is a high demand to incorporate technology into schools. Technology has infiltrated our society, and principals must learn to leverage technology to enhance learning while preparing students for a digital world. This case study examined principal leadership during a technology implementation in four public schools. The research was designed to investigate which specific actions principals take to promote technology in a school setting. McRel’s change management process was used as a theoretical framework in which to view the leadership of the participants. Methodology for the study included qualitative interviews and observations. A quantitative survey was used to run a Principal Component Analysis. Findings indicate that principals who strategically create a vision, provide resources, develop strong lines of communication, and systematically manage the change process, develop supportive cultures that promote innovation, and student-centered learning. Factors that support technology included managing change and communicating with stakeholders. This study identified five leadership responsibilities which, when used in conjunction with McRel’s second-order change process, enhanced a principal’s effectiveness. Findings would indicate that strategic leadership, paired with a change management framework, can increase a principal’s efficacy in implementing technology to promote a student-centered learning environment.
|Commitee:||Dickinson, Brady D., Zickefoose, Gale|
|School:||Northwest Nazarene University|
|School Location:||United States -- Idaho|
|Source:||DAI-A 79/09(E), Dissertation Abstracts International|
|Subjects:||Educational leadership, Educational administration, Educational technology|
|Keywords:||Change management, Leadership, Principal leadership, School culture, Student-centered learning, Technology|
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