Home PublicationsJRTEPast IssuesVolume 36 Number 1

	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.