This dissertation was conducted with a mixed methods approach to learn about the attitudes and perceptions of identified innovative school leaders and their respective professional staff in a ubiquitous learning environment where all students are provided access to learning devices. While school districts, communities, and students are prepared for the use of technology in classrooms, principals remain largely untrained in preservice and in-service with respect to innovation and technology use. However, a link exists between the use of technology by school leadership and teacher practice. The research showcased the similarities between identified innovative school leaders and self-reported measures of teachers using devices in the classroom to help build 21st century skills among their collective students, regardless of the programmatic level.
|Commitee:||Hathaway, Dawn M., Varier, Divya|
|School:||George Mason University|
|School Location:||United States -- Virginia|
|Source:||DAI-A 82/6(E), Dissertation Abstracts International|
|Subjects:||Educational administration, Educational technology|
|Keywords:||Best practices, Mixed methods, School leadership, Ubiquitous learning, Personalized learning plans|
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