lin dissertation after defense_1130_clean
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lin dissertation after defense_1130_clean
The Use of Technology in K-12 Schools:DemystU'ying the Relationship between Technology Leadership and Technology I seDISSERTATIONPresented in Partial lin dissertation after defense_1130_clean 1 ulllllmcnl of the Requirements for the Degree Doctor of Philosophy in the Graduate School of The Ohio State UniversityByShiang-Yu TinGraduate Program in Educational StudiesThe Ohio Stale University2016Dissertation Committee:Anika B. Anthony, PhD (Advisor)Ann O’Connell. Ed.D.Scott Sweetland. PhDAb lin dissertation after defense_1130_cleanstractThere is a common belief that technology can help improve learning opportunities for all students (DeBell & Chapman, 2006: U.S. Department of Edlin dissertation after defense_1130_clean
ucation, 2010). Although the U.S. government encourages the use of educational technology in K-12 schools through funding technological infrastructureThe Use of Technology in K-12 Schools:DemystU'ying the Relationship between Technology Leadership and Technology I seDISSERTATIONPresented in Partial lin dissertation after defense_1130_cleanging concept in educational scholarship, has been described as a school characteristic associated with planning, purchasing, and a host of distributed management and leadership practices that lead to meaningful and effective utilization of technology in schools (S. Dexter. 2008; Hew & Brush. 2007). lin dissertation after defense_1130_cleanAlthough there is research establishing a positive relationship between school leadership and student outcomes (llallingcr & Heck. 1996; Robinson. Llolin dissertation after defense_1130_clean
yd. & Rowe. 2008; Walers. Marzano. & Mcnulty, 2003). few studies have examine links between technology leadership and technology use by teachers and sThe Use of Technology in K-12 Schools:DemystU'ying the Relationship between Technology Leadership and Technology I seDISSERTATIONPresented in Partial lin dissertation after defense_1130_cleanonship between technology leadership and teachers' technology use for mathematics instruction. Following Anderson and Dexter's (2005) claim that technology leadership functions as a necessary role in the effective use of K.-12 school technology use. 1 hypothesized aiipositive relationship between te lin dissertation after defense_1130_cleanchnology leadership and technology use for leaching and learning.This dissertation begins with a review of relevant research and policy literature onlin dissertation after defense_1130_clean
ways in which school-level technology leadership and technology policies influence technology integration. Next, ii describes how data from the 2009 fThe Use of Technology in K-12 Schools:DemystU'ying the Relationship between Technology Leadership and Technology I seDISSERTATIONPresented in Partial lin dissertation after defense_1130_cleannd factor analyses were conducted to characterize K-12 technology use and technology leadership. Next. MANCOVA and a follow-up regression analysis were utilized to examine whether a relationship between technology leadership and technology use existed, and to determine which attributes of technology lin dissertation after defense_1130_clean leadership were significantly associated with technology use.rhe target population for this study was U.S. public elementary and secondary' teacherslin dissertation after defense_1130_clean
who were identified to participate in the 2009 fast-response survey titled "Teachers’ Use of Educational Technology' hl U.S. Public Schools" (1RSS95, The Use of Technology in K-12 Schools:DemystU'ying the Relationship between Technology Leadership and Technology I seDISSERTATIONPresented in Partial lin dissertation after defense_1130_cleanublic elementary teachers. 1286 public secondary teachers, and 89 teachers in public combined schools. Due to a large difference existing in the distribution of mam leaching assignment between the participants in elementary schools and those in secondary' schools, the elementary sample and the secon lin dissertation after defense_1130_cleandary sample were extracted from the total sample to explore the research questions regarding teachers* and students' educational technology use, teachlin dissertation after defense_1130_clean
ers' perceptions of technology leadership, and the relationship between technology leadership and educational technology use in K-12 schools.iiiIn theThe Use of Technology in K-12 Schools:DemystU'ying the Relationship between Technology Leadership and Technology I seDISSERTATIONPresented in Partial lin dissertation after defense_1130_clean {general use), teachers’ administrative technology use for communicating with parents or students (Admin comm), teachers' administrative technology use for viewing or managing student data (Admin_data). and students’ technology use during instructional time (student use). Teachers' perceptions of t lin dissertation after defense_1130_cleanechnology leadership were characterized by fulltime technology personnel within districts (lech personnel), the quality of professional development tolin dissertation after defense_1130_clean
r educational technology (PD quality) and equitable access to digital tools and resources (range of access).With these four indicators of technology uThe Use of Technology in K-12 Schools:DemystU'ying the Relationship between Technology Leadership and Technology I seDISSERTATIONPresented in Partial lin dissertation after defense_1130_cleanhools and secondary schools. As expected. PD quality and range of access had statistically significant positive relationships with all four technology use indicators in both samples, f urthermore, technology' personnel was a statistically significant predictor across all types of technology use in t lin dissertation after defense_1130_cleanhe elementary sample, but not a significant one across Admin_comm. Admin_data. or student use in the secondary sample. The study findings also showedlin dissertation after defense_1130_clean
that the inclusion of technology leadership in the models resulted in a significant increase in the amount of variance explained above and beyond thatThe Use of Technology in K-12 Schools:DemystU'ying the Relationship between Technology Leadership and Technology I seDISSERTATIONPresented in Partial lin dissertation after defense_1130_cleannce. In short, regardless of the type of technology use or teachers’ instructional grade level, technology leadership matters. The amount of variance explained for general technology use was the greatest among the four technology use variables in elementary schools, as well as inivsecondary schools. lin dissertation after defense_1130_clean The amount of variance explained for Admincomin use was the least among the four technology use variables in elementary schools, as well as in secondlin dissertation after defense_1130_clean
aryschools. With the exception of student use. the technology leadership indicators in elementary schools explained a greater amount of variance of teThe Use of Technology in K-12 Schools:DemystU'ying the Relationship between Technology Leadership and Technology I seDISSERTATIONPresented in Partial lin dissertation after defense_1130_cleannology use. the study findings confirmed and demonstrated the influence of teacher's perceptions of technology leadership on several meaningful technology-related uses by teachers and students. Although the indicators of technology leadership in this study differed from those conceptual dimensions o lin dissertation after defense_1130_cleanf technology leadership in Anderson and Dexter's study, both of these studies showed a strong positive relationship between technology' leadership andlin dissertation after defense_1130_clean
technology use. Ulis implies that technology leadership still selves a necessary role in the effective utilization of educational technology even if The Use of Technology in K-12 Schools:DemystU'ying the Relationship between Technology Leadership and Technology I seDISSERTATIONPresented in Partial lin dissertation after defense_1130_cleanssional activities and the equitable access to educational technology, rhe study suggest future researchers and policy makers should regard technology leadership as a powerful organizational function that positively impacts teachers' and students’ technology use.V lin dissertation after defense_1130_cleanThe Use of Technology in K-12 Schools:DemystU'ying the Relationship between Technology Leadership and Technology I seDISSERTATIONPresented in PartialGọi ngay
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