Emphasizing Technology Over Instruction: Adapting a 20-Year-Old Survey to Examine the Climate of K–12 Instructional Technology Leadership in Public School Districts

Current research on computer technology integration in K–12 school classrooms indicates that student learning outcomes remain flat despite heavy investment. Examining school leadership conceptions about technology integration might reveal a way to reverse this trend. This study adapts a survey instr...

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Bibliographic Details
Published in:Journal of school leadership 2020-05, Vol.30 (3), p.257-274
Main Author: Edelberg, Thomas
Format: Article
Language:English
Subjects:
Administrator Attitudes
Administrator Qualifications
Administrator Surveys
Core Curriculum
Credentials
Educational Planning
Educational Technology
Elementary Secondary Education
Knowledge Level
Public Schools
School District Size
School Location
Superintendents
Technological Literacy
Technology Integration
Work Experience
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Summary:Current research on computer technology integration in K–12 school classrooms indicates that student learning outcomes remain flat despite heavy investment. Examining school leadership conceptions about technology integration might reveal a way to reverse this trend. This study adapts a survey instrument from Brush and Bannon and applies it to Indiana school district superintendents. Key findings indicate respondents perceive developing technology goals and plans for a school district, providing instructional support, and integrating technology into a core curriculum are very important for instructional technology leadership, but educational experiences and credentials are less important. However, respondents from school districts with smaller student enrollments and who report having little or no knowledge of instructional technology tend to view educational experiences and credentials more highly than respondents from larger schools and who report being very knowledgeable. Implications are that superintendents tend to emphasize the technology-use aspect of instructional technology leadership over instructional proficiencies.
ISSN:1052-6846
2631-9659
DOI:10.1177/1052684619884783