The literature review relating to distance education, leadership, student accomplishment, and nontraditional instruction platforms discovered an unqualified absence of research data regarding nontraditional instruction programs, beyond a general narrative of how these initiatives are being implemented in various states. Research concerning technology leadership is more prevalent, but primarily focuses on perceptions and mindsets of principals, teachers, and students rather than on empirical data. Although research has been executed to study the relationship between technology leadership and student achievement, there is a dearth of conclusions specific to the relationship between administrative technology leadership and the impact of …show more content…
Also discussed in this chapter are procedures for sampling, survey instruments employed, procedures and sources for collecting data, and the statistical methods used to analyze collected data.
Once accomplished, the results of this study should serve to inform state departments of education, district supervisors, and school administrators, who are considering participation in the nontraditional instruction program. The determined relationship between technology leadership, nontraditional instruction programs, and student achievement should also present implications for further research and development of best practices and paradigms for technology leadership and nontraditional instruction programs.
Participants
Human subject’s consideration and clearance from IRB. Human subject’s consideration and clearance from IRB will be sought after the proposal and documented is passed in the final document. No identifying information about the participants will be shared during any part of this study. In the demographics section of the survey, principals will be asked the name of their institution in order to correlate and test for a relationship between technology leadership and overall school accountability indices. However, no individual or school identifying information will be included in the study. The identities of schools and administrators will be protected at all times.
Subjects. The population sample for this study will
As part of the community’s growth, large technology firms moved into the community and while they were willing to assist local schools, they also expected high school graduates to be skilled technology workers (MacDonald, 2006). To meet this need, the school board adopted a goal of providing a technology resource teacher in every school within the next three years. In addition, the school board had a five-year plan to increase and support instruction and instructional leadership in schools and improve student assessment scores on state exams in mathematics. In two years they planned to reduce language
Refer as needed to the material in Chapters 12 and 13 of the textbook. Keep the following tips in mind as you research data, as well as organize, analyze, interpret, and illustrate these data:
The researcher obtained permission and approval from the Institutional Review Board (IRB) from Our Lady of the Lake University,
Kymberli is an example of a teacher who does not treat her job as a checklist of duties to complete, but rather as an opportunity to inspire, challenge, and enrich the lives of those around her. She is a powerful model to her students. Daily she puts her message into action- as an ideal educator and citizen. Kymberli is a leader in the classroom for Onaway High School, but she is also well known outside of the classroom. She has helped spearhead the districts integration of technology through the Technology Readiness Infrastructure Grant (TRIG). She also serves in a leadership role for her school’s
Dawn Essig attended Mount Saint Mary College where she earned her BS in Political Science, Education, and Special Education. Dr. Essig also attended Marist College where she obtained a M.Ed. in Educational Psychology and then pursued her Doctorate in Teacher Leadership from Walden University. As an educator, Dr. Essig taught elementary through high school general and special education while serving as an adjunct professor at Marist College in the Education department. Dr. Essig’s extensive experience and knowledge in technology integration in school districts, certification as a Wilson Reading Specialist and use of MAP assessments and data to make instructional decisions led to being a well-qualified Professional Development Consultant for
The first component of this multiyear plan is to create the short-term goal of assessing and improving accessibility of technology because “Inadequate access to and/or underutilization of instructional technology impedes students’ learning” (Ford & Moore, 2013, p. 407). The “digital divide” that exists among schools is a notable factor and this could help narrow the disparities among student achievement (Ford & Moore, 2013). Therefore, in a two-month timeframe, administrators and the school leadership team would determine the infrastructure of existing technology and analyze funding options for immediate and future needs. This strategy not only enhances the equitable use of technology in the classroom; which affects the school’s accountability ratings, it also provides an evaluation tool to document student achievement. The next step involves the principal collaborating with the Information Technology (IT)
Although teachers have been the key persons who have played the most crucial role of introducing technology into learning, school administrators who serve as instructional leaders indirectly impact students’ learning environment. The administrators could enhance the instructional technology advancement by collaborating with teachers, providing training and resources,
After meeting with the team of instructional coaches in my district, the tech integration specialists, the building principal, and the building leadership team (there have been a lot of meeting – I’m sensing a trend), I have begun to formulate my thoughts on what it means to be an instructional technology coach and how I can best serve my school. As I start my journey with this role, I consider myself
The units used for quantifying variable data should be consistent throughout the study. Data collected through survey instruments should be treated in a manner that accurately reflects the intended goals of the study. For example, answers to survey questions, such as ethnic identity, may retrieve more than one answer. How the researchers handle this situation may have an impact on the relevance of the findings.
This section will provide the rationale of the methods employed and highlight how the study will be performed. The study will examine the population with the sample size identified, data collection method and its analysis will be offered.
The plan should guide the LEA’s use of education technology for the next three years.
... the success record in education is still. not encouraging; in fact, the way most
Acceptance among teacher has been a key factor in successful or unsuccessful technology implementation. Historically, the structure of the American education system has been resistant to any kind of change (Collins & Halverson, 2009). According to Blackwell, Lauricella, and Wartella (2014) teachers with more teaching experience have less favorable attitudes towards technology and use technology less often than teachers with less experience. Districts are making efforts to provide technology for students. The problem that McDermott and Murray (2000) found was despite access to technology, students and teachers were not using it. This could be attributed to many different factors.
Describe the data collection method you are using and the frequency with which you collect the data for your research project. Include a description of your assessments and your guidelines for analyzing the collected data.
It is no secret that technology plays a critical role in our society. In fact, it has become one of the most used items in the world, starting from personal computers and ending in smartphones, thus it was only a matter of time when educational institutions would start to utilize these gadgets in order to improve the overall state of current education. According to a U.S Department of Education (UDE, n.d) report, all 48 states, including the District of Columbia are now offering online education. Additionally, the report states that these schools operate on all kinds of scales, including state scale, district scale and charter scale, thus it would safe to assume that the whole state of current education in the United States is large and the whole approach is clearly technology based. However, despite the