Few empirical studies have shown significant gains in student learning with regard to instructional computer technology use in K-12 classrooms, and fewer have examined the role of rural school district leadership to support teachers who employ such technologies in instructional spaces. This dissertation explored rural school district leadership considerations that guide decisions to integrate instructional technologies in instructional spaces. The research method used was an instrumental case study. The participants interviewed included the school district leadership team at a rural, Indiana school district who were responsible for technology integration for instructional spaces and two groups of classroom teachers: (a) those whom district leaders recognized as innovative with instructional technologies, for instance who use these to teach in a new way or in a way that enhances existing teaching practice, and (b) those whom leaders recognized as less innovative, for instance who appear to use instructional technologies in unexceptional ways or use these less often. The considerations that drive decision-making, as well as constraints to these decisions, demonstrate the complexities for integrating instructional technologies to support teaching practice. The implications from this study should inform school district leaders, instructional technology professional development offerings, and educational leadership training programs.
|Advisor:||Brush, Thomas, Carspecken, Phil|
|Commitee:||Erwin, Barbara, Treff, Marjorie|
|Department:||School of Education|
|School Location:||United States -- Indiana|
|Source:||DAI-A 82/2(E), Dissertation Abstracts International|
|Subjects:||Education, Educational leadership, Educational technology|
|Keywords:||Intructional technology, K-12 education, Rural schools, School districts, School leadership, Technology integration|
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