|
Edited by Dr. Lynne Schrum, University of Utah
|
| formerly Journal of Research on Computing in
Education |
Volume 36 Number 1
Fall 2003
The
Influence of Principals’ Technology Training on the Integration Of
Technology into Schools
Christella Dawson
Neville High School, Monroe, Louisiana
Glenda C. Rakes
The University of Tennessee, Martin, Tennessee
Abstract
The purpose of this study was to investigate whether
technology training received by principals influences the integration of
technology
into classrooms. The study examined the levels of technology
integration into the schools’ curricula with regard to the amounts and
types
of technology training received by K12 school principals. The
level of technology integration was also examined with regard to the
following demographics: age, sex, principal’s years of
administrative experience, school size, and grade level. Statistical
significance
was found for amounts and types of technology training principals
received, indicating that each can influence levels of integration into
a school’s curricula. Data showed the age of the principal also
influences technology integration into the curriculum.
Contributors
Dr. Christella Dawson is the assistant principal at Neville High
School in Monroe, Louisiana. Dr. Glenda C. Rakes is an associate
professor of Educational Studies in the College of Education and
Behavioral Sciences at The University of Tennessee—Martin.
Download
the full article (PDF, 130 KB, PDF Instructions)
Contact
Glenda Rakes
The University of Tennessee—Martin
205F Gooch Hall
Martin, TN 38238
grakes@utm.edu
Copyright © 2003, ISTE (International Society for Technology
in Education).
All rights reserved.
| K-12 principals, technology integration, training |
| 