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Edited by Dr. Lynne Schrum, University of Utah
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| formerly Journal of Research on Computing in
Education |
Volume 36 Number 4
Summer 2004
Superintendent Conceptions of Institutional Conditions That
Impact Teacher Technology Integration
Mitchell Shuldman
University of Massachusetts Lowell
Abstract
This article describes a study that examined the
conceptions of three New Hampshire superintendents as to the
institutional conditions they believe impact teachers’ ability to
integrate technology. Common thinking was found. They agree if
integration is to be successful, teachers need a better understanding of
how these technologies can be applied in instruction. They believe that
multiple levels of leadership are essential, and they see lack of time
and the public’s hesitation to spend public monies on building teacher
capacity as obstacles.
Contributors
Mitchell Shuldman is head of the Division of Media Services at
the University of Massachusetts Lowell. He received his EdD from UMass
Lowell in 2003. This article is drawn from his doctoral
dissertation.
Contact
Mitchell Shuldman
UMass Lowell
61 Wilder
Street
Lowell, MA 01854
mitchell_shuldman@uml.edu
Download
the full article (PDF, 759 KB, PDF Instructions)
Copyright © 2004, ISTE (International Society for Technology
in Education).
All rights reserved.
| technology integration, superintendents, institutional conditions |
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