The impact of leadership on technology integration practices in k-12 schools

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ABSTRACT Despite the omnipresent appearance of technology in societies around the world, academics and educational leaders continue to struggle with how best to make use of the positive benefits of information and communication technology in K-12 educational environments and how to plan for the long-term influences of technology integration on the field of education. Assuredly, the future requires that educational technology leadership be cognizant of the fast- breaking and evolutionary culture distinguishing educational innovations advancing within the structure of the morphing information technology system, compelling educational leaders to respond creatively and decisively to educational technology initiatives. The purpose of this study was to analyze three studies examining the characteristics demonstrated through positive, innovative educational technology practices and the requisite leadership styles and systems utilized to promote successful, efficacious technology leadership in K-12 school districts promote school productivity and enhance student learning. Individually authored studies from New York, New Jersey and Wisconsin were analyzed for this study. A traditional leadership hierarchy, effective communication, efficacious leadership characteristics and pressures on technology integration were recognized as significant commonalities of the studies. Through triangulation of data, a grounded theory emerged. Recommendations for further research included the need to assess all stakeholder constituent roles in the technology integration process and identifying alternative leadership models to include in research studies.

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