How Principals Cultivate Technology Integration and Use Professional Learning Networks

atmire.migration.oldid1297
dc.contributor.advisorJacobsen, Michele
dc.contributor.authorBrown, Barbara
dc.date.accessioned2013-09-05T21:31:51Z
dc.date.available2013-11-12T08:00:17Z
dc.date.issued2013-09-05
dc.date.submitted2013en
dc.description.abstractIn this explanatory mixed methods case study, the leadership practices and actions of principals involved in making school-wide improvements integrating technology in teaching and learning were examined. Also, ways in which principals utilize social and technological learning networks to support professional learning and growth were also explored. Interview and survey data from principals and teachers in three school jurisdictions in Alberta, Canada, engaged in technology-rich innovation for school improvement over the duration of one school year informed the primary research question, “How do principals cultivate teaching and learning improvements integrating technology that meet the needs of today’s learners?” A conceptualization of principals’ technology leadership, drawn from the literature, is discussed as an interconnection of learning theory based on the learning sciences, transformative knowledge-building pedagogies for 21st century learning and the complexities for school leaders as they cultivate a growth-oriented culture in a digital age. Several prevailing constructs also emerged in the literature necessary for educational technology leadership, such as, visionary leadership for innovation; professional learning; attention to contexts for support; monitoring for continuous learning and growth; and creativity and openness for change. Various research methods and technologies were used during two sequential phases of data collection. The quantitative and qualitative data provided rich sources of data for converging lines of evidence and for establishing trustworthiness. There are changes occurring in leadership practice and distinct challenges associated with technology integration in schools. Nonetheless, the findings in the study suggest school leaders are strong in fostering effective relationships in the context of technology integration through personalization, trust and collaborative approaches. However, providing instructional leadership for effective teaching, and using networks for professional learning and growth were identified as areas for growth. The findings also suggest school leaders who aim to cultivate change and lead school improvements integrating technology need to have a level of technological fluency themselves. From a methodological perspective, the findings suggest the need for school leaders to make provisions for design based research known as a collaborative partnership among practitioners and researchers for advancing theory and practice in educational contexts.en_US
dc.identifier.citationBrown, B. (2013). How Principals Cultivate Technology Integration and Use Professional Learning Networks (Doctoral thesis, University of Calgary, Calgary, Canada). Retrieved from https://prism.ucalgary.ca. doi:10.11575/PRISM/26394en_US
dc.identifier.doihttp://dx.doi.org/10.11575/PRISM/26394
dc.identifier.urihttp://hdl.handle.net/11023/919
dc.language.isoeng
dc.publisher.facultyGraduate Studies
dc.publisher.institutionUniversity of Calgaryen
dc.publisher.placeCalgaryen
dc.rightsUniversity of Calgary graduate students retain copyright ownership and moral rights for their thesis. You may use this material in any way that is permitted by the Copyright Act or through licensing that has been assigned to the document. For uses that are not allowable under copyright legislation or licensing, you are required to seek permission.
dc.subjectAdministration
dc.subjectTeacher Training
dc.subjectTechnology
dc.subject.classificationPrincipalsen_US
dc.subject.classificationLeadershipen_US
dc.subject.classificationEducational Technologyen_US
dc.subject.classificationNetworksen_US
dc.subject.classificationCase Studyen_US
dc.subject.classificationMixed Methodsen_US
dc.subject.classificationProfessional Developmenten_US
dc.titleHow Principals Cultivate Technology Integration and Use Professional Learning Networks
dc.typedoctoral thesis
thesis.degree.disciplineEducational Research
thesis.degree.grantorUniversity of Calgary
thesis.degree.nameDoctor of Philosophy (PhD)
ucalgary.item.requestcopytrue
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