The purpose of study was to investigate the use of technology in schools and the influence of the principal on technology use. The technology activities of principals along with the school technology outcomes perceived by their faculty were described and analyzed to discover if there was a relationship between and among them. This study investigated technology related leadership behavior exhibited by principals in terms of NETS-A technology standards for administrators, and how their leadership behavior affected or predicted the multiple ways that technology was used throughout a school.The population for this study was composed of principals and instructional faculty from public schools in Collier County, Florida. Principals completed the Principal Technology Leadership Assessment Survey to establish leadership behavior according to the NETS-A standards; faculty completed the School Technology Outcomes survey to identify technology use in schools. The numerous uses of technology were structured into three levels: administrative and management tasks (organizational technology outcomes), planning and delivery of instruction (instructional technology outcomes), and use by students for completing assignments (educational technology outcomes). Survey results revealed strong technology leadership behaviors and extensive and variety use of technology in schools. Analysis of the survey results supported the null hypothesis that there was no relationship between the technology behavior of educational leaders and the use of technology by faculty members in their schools.

The purpose of this study was to examine Mississippi?s Career and Technology School Administrators? attitudes and perceptions toward technology integration and to determine their knowledge and use of the NETS∙A. The study contributed to the literature on technology integration and the NETS∙A in the secondary classroom. The research design for this study was descriptive and correlational. A pilot study was conducted prior to the commencement of the research study in which no problems were identified. Out of a population of 144 Mississippi Career and Technology School Administrators, 102 participated in the study. A survey instrument consisting of three parts was used in this study. Part I of the instrument was designed to collect demographic data and to determine administrators? training and experience with technology. Part II was the "Survey of Administrative Attitudes and Perceptions toward Technology Integration", and Part III was the "Administrator Technology Self-Assessment Tool". The research questions posed in the study were developed to examine Mississippi Career and Technology School Administrators? attitudes and perceptions toward technology integration and to determine their knowledge and use of the NETS∙A. The study was further designed to determine whether relationships existed between the variable attitude and perceptions and the variables knowledge and use, demographic characteristics, and experience and training with technology integration. Pearson r, Spearman rs, and Point-biserial rpb were used to analyze the data of the returned surveys. After the data were collected and analyzed, the researcher determined that there was a statistically significant correlation between Mississippi Career and Technology School Administrators? attitudes and perceptions of technology integration and the variable knowledge and use of the NETS∙A and the variable experience and training with technology integration. There was no statistically significant correlation between Mississippi?s Career and Technology School Administrators? attitudes and perceptions of technology integration and the variables age, sex, and years experience as an administrator. Conclusions and recommendations based on the findings in this study indicated that Mississippi Career and Technology School Administrators should be required to increase their experience and training with technology integration. School administrators should also broaden their knowledge and increase their use of the NETS∙A.

Technology has become pervasive in society and classrooms today. However, studies show that most teachers are not yet comfortable integrating technology into their repertoire of instructional strategies (Education Week, 2005). National reports and standards documents have recognized that technology proficiency is essential for all students (International Society for Technology in Education, 2000; No Child Left Behind, 2002; U.S. Department of Education, 2004). Teacher instruction is a critical factor in maximizing the potential that educational technology has to impact student achievement. The purpose of this study was to determine how an exemplary elementary teacher uses technology to improve student learning and why she has chosen to integrate technology into her classroom instruction in the ways she has. A single-case design was used in this qualitative study. The researcher was the instrument used in the collection of data. Purposeful sampling was used in the selection of the study's participant, an exemplary elementary teacher who utilizes technology in her classroom. The participant in this research study was a certified elementary teacher. Her elementary principal and a school district administrator were also interviewed to provide additional perspectives to the case study. Personal interviews, observations, and document analysis were used to collect data. The findings of this study included examples of how the participating teacher used technology in her classroom. These findings included ways that she integrated technology into daily activities across of wide variety of curriculum content areas, and ways the classroom environment was designed to encourage interaction, communication, and cooperation as students worked on instructional activities that incorporated technology. The barriers of professional development, access, support, and time did not hamper the participating teacher's ability to integrate technology. Technology was used daily in the participating teacher's classroom for enhancing student work, easing the teacher's management and planning tasks, and communicating with parents and other faculty members. Additionally, I found that the participating teacher was motivated to use technology by several factors. Administrative support, the teacher's personal use of technology, and student engagement and motivation served as factors as to why the participating teacher integrated technology into her daily classroom instruction. Recommendations included: (a) incorporating educational technology into a variety of undergraduate teacher education courses, (b) including a variety of instructional strategies for integrating technology in methods courses of preservice teacher education programs, (c) studying further how to effectively reduce the most-noted barriers to technology integration - lack of professional development, access, support, and time, (d) requiring candidates in educational administration graduate programs to take an educational technology course, and (e) conducted further study to determine the link between the use of technology in a teacher's personal life and any increased classroom technology integration.

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Thesis: M.S., Massachusetts Institute of Technology, Technology and Policy Program, 1997 / Includes bibliographical references (p. 127-130). / by Karina Funk. / M.S. / M.S. Massachusetts Institute of Technology, Technology and Policy Program

Throughout the last 30 years, there has been a movement to use computer technology in schools to enhance teaching and learning. In recent years, the No Child Left Behind Act of 2001 has mandated that states have a long range strategic educational technology plan that describes the many facets of their technology integration efforts (2002). However, at this time research indicates that technology integration in classrooms is still low tech and infrequent (Cuban, 2001; NCES, 2005a). The purpose of this quantitative study was to gain insight into a teacher's use of computer technology with students in K-5 general education public school classrooms across the state of Virginia. Eleven independent variables (e.g., teaching philosophy, professional development, hardware proficiency, software proficiency) and 2 dependent variables (i.e., frequency and application of technology integration) were selected based on a review of literature and input from educators. A questionnaire, designed to measure variables, was field tested for validity and reliability then administrated to teachers. The population of the study was approximately 16,500 K-5 general education public school teachers from the state of Virginia with active e-mail addresses in the Market Data Retrieval (MDR) database. A systematic sample of 1,400 K-5 teachers was selected from the MDR database. Teachers' responses rendered 313 usable questionnaires. Analysis of the data revealed that the majority of independent variables (8), with the exception of 3 independent variables (i.e., technical support, student to computer ratio, technology integration support), yielded significant correlations with the dependent variable frequency of technology integration. Whereas, all independent variables (10), with the exception of technical support, yielded significant correlations with the dependent variable application of technology integration. Multiple linear regression analysis was conducted to determine whether the 11 independent variables were significant predictors of variation in the dependent variables (frequency and application of integration). The results of both regression analyses rendered significant models for the prediction of variation in frequency and application of integration (R2= .16, R2=.39), respectively. The researcher concluded that the predicted variance (R2= .16) of regression model 1 was too small to be considered a viable model for the predication of variation in frequency. Whereas, regression model 2 predicted a greater level of variance (R2=.39), thus it was considered a good predictor of variation in the application of technology integration. Three of the 11 independent variables (i.e., software availability, teaching philosophy, and software proficiency) were among the variables that were significant predictors of variance in the application of technology integration. The strongest predictor was software availability followed by teaching philosophy and software proficiency. Teachers who reported moderate to low variety in the application of technology integration also reported moderate access to software, moderately low software proficiency, and use of instructional practices that were consistent with constructivism. / Ph. D.

This study focused on the use of technology within CACREP approved counselor education programs throughout the United States. The procedure for this project was handled totally online. An initial e-mail was sent to 146 possible participants to request corrected addresses or names, if necessary, and to alert them to the coming introduction and invitation to participate in this survey. There were 44 respondents who agreed to take part in this project. They were given a password to the survey instrument and directed to the researcher's web page. From there, they clicked on a button visible on the first page that took them to the password page of the survey instrument. They then completed the survey consisting of fill in the blank; yes, no; open-ended questions; and multiple choice questions and hit the "submit" button to indicate that they were finished. Literature pertaining to the use of technology in general as well as in counselor education programs was extensively reviewed. This demonstrated the current movement in education toward alternative delivery methods for course instruction. The results indicated that counselor educators are aware of the increase in the use of technology in programs, but were not as convinced of the effectiveness of this method of course delivery. Though most were comfortable with PowerPoint presentations by faculty and students, participants were not widely accepting of classes online, or broadcast via satellite. / Ph. D.