dc.contributor.author	Moody, Elisabeth Amy
dc.coverage.spatial	Central and North America -- United States -- Georgia	en_US
dc.coverage.temporal	2013-2014	en_US
dc.date.accessioned	2015-01-06T18:15:47Z
dc.date.available	2015-01-06T18:15:47Z
dc.date.issued	2014-12
dc.identifier.uri	http://hdl.handle.net/10428/1899
dc.description.abstract	Advances in educational technology over the past 60 years present new opportunities for K-12 public school systems, opportunities to shift the focus from curriculum methods emulating the factories of the industrial age to curriculum methods embracing the connectedness of the information age, with the hope that teaching will be transformed from teacher-directed to student-centered, inquiry-based, collaborative learning opportunities. Many districts employ an individual in the role of technology coordinator to handle the technical and instructional support aspects necessary to lead and facilitate technology-driven learning initiatives. This qualitative study explored what two individuals at the district level in the state of Georgia actually do to leverage technology in ways that promote individualized and engaging instructional practices with the aim to better our understanding of how district level practices influence educational technology integration within teaching and learning and facilitate educational improvements. For this qualitative descriptive case study, two individuals identified at the district level as responsible for coordinating educational technology were purposefully selected. Data sources included three semi-structured face-to-face interviews, collected district level technology and curriculum policy and planning documents, and the researcher’s notes. An iterative and reflective process was employed to identify important categories and themes in the data from each case and then across cases. While it is not possible to statistically generalize the findings from this study, my findings suggest that: (1) the participating district level coordinators assume a leadership role resulting in support efforts particularly suited for transforming instructional practices in their particular system, (2) access to high-speed Internet and information technology remains a continual, ongoing obstacle to technology integration efforts, (3) instructional support provided for technology integration requires a perpetual, differentiated, and multilayered approach, and (4) a disconnect exists between the intended vision for educational technology integration and the actual focus of many educational initiatives and policies. Recommendations are provided for further research into the relationship between the leadership role of district level technology coordinators, the types of technology initiatives selected, the dimensions of technology integration support provided, and the governance structure of school systems.	en_US
dc.description.tableofcontents	Chapter I: THE PROBLEM - 1 Introduction - 1 Conceptual Framework - 11 Purpose of the Study - 20 Limitations of the Study - 27 Chapter II: REVIEW OF LITERATURE - 29 Introduction - 29 Historical Framework of Technology in Education - 31 The Forces Shaping Curriculum - 41 Evolution of the Definition of Educational Technology - 47 Framework for the Integration of Educational Technology in K-12 Classrooms - 51 Standards for Educational Technology Integration - 51 Planning for the Integration of Educational Technology in the State of Georgia - 55 Transforming Educational Systems with a Systems View - 62 The District Technology Coordinator - 66 Roles and Responsibilities - 66 Drivers of Educational Reform - 70 Summary - 76 Chapter III: METHODOLOGY - 79 Description of the Research Methodology - 79 Site and Participant Selection - 83 Data Collection and Recording Procedures - 87 Interviews - 87 Researcher Notes - 89 Documents - 90 Data Analysis Procedures - 91 Validity - 99 Chapter IV: RESEARCH FINDINGS - 105 Case One Analysis: Context of the Study - 105 Alice’s Professional Background and Educational Experiences - 106 Alice’s Department - 109 Alice’s Role in the County - 113 Alice’s Vision for Technology Integration - 133 Summary of Case One - 139 Case Two Analysis: Context of the Study - 141 Deborah’s Professional Background and Educational Experiences - 142 Deborah’s Department - 147 Deborah’s Role in the County - 148 Deborah’s Vision for Technology Integration - 164 Summary of Case Two - 167 Cross-Case Analysis - 168 Introduction - 168 Research Question 1 - 169 Research Question 2 - 177 Research Question 3 - 180 Chapter V: CONCLUSIONS AND RECOMMENDATIONS - 201 Conclusion - 201 Recommendations - 208 REFERENCES - 210 APPENDICES - 237 Appendix A: Institutional Review Board Approval - 236 Appendix B: Email to Superintendent - 238 Appendix C: Email to District Level Coordinator of Technology - 241 Appendix D: Guide for One-On-One Interviews - 244 Appendix E: Contact Summary Sheet Examples - 248 Appendix F: Reflective Remarks Summary Sheet Example - 255 Appendix G: Document Summary Sheet Example - 260 Appendix H: Attribute Coding Example - 268 Appendix I: Initial Code List with ISTE Standards and Descriptors - 270 Appendix J: Document Analysis Spreadsheet Example - 273	en_US
dc.language.iso	en_US	en_US
dc.subject	Curriculum & Instruction	en_US
dc.subject	instructional technology	en_US
dc.subject	leadership	en_US
dc.subject	systemic change	en_US
dc.subject	technology coordinators	en_US
dc.subject	district technology coordinator	en_US
dc.title	Bridging the Divide: District Level Technology Leaders as Agents of Change	en_US
dc.type	Dissertation	en_US
dc.contributor.department	Curriculum, Leadership, and Technology	en_US
dc.description.advisor	Schmertzing, Lorraine C.
dc.description.committee	Hsiao, E-Ling
dc.description.committee	Schmertzing, Richard R.
dc.description.committee	Eads, Gerald
dc.description.degree	Ed.D	en_US
dc.description.major	Curriculum and Instruction	en_US