Home PublicationsJRTEPast IssuesVolume 39 Number 1: Fall 2006

	Edited by Dr. Lynne Schrum, George Mason University
formerly Journal of Research on Computing in Education

Volume 39 Number 1 Fall 2006

Instructional Technology Specialists and Curriculum Work

Leigh T. Ausband
University of North Carolina at Charlotte

Abstract

This case study investigated the job responsibilities of district-level instructional technology specialists that related to curriculum work and the perceptions the specialists had concerning their job responsibilities and their relationship to curriculum work. Data were collected through document analysis, shadowing, interviews, and a focus group. A framework of curriculum themes and categories was created, which was then used to define instructional technology work. Instructional technology specialists were found to be engaged in many aspects of curriculum work. The individual and focus group interviews revealed factors the participants considered to be barriers to getting their work done. Recommendations are provided for overcoming these barriers and a call is made to reconceptualize instructional technology specialists as curriculum workers.

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Contributors

Leigh T. Ausband, Ed.D., served as an elementary and middle school teacher, middle school technology coordinator, and district-level instructional technology specialist before joining the faculty of UNC Charlotte. Her research interests include barriers to integrating technology into curriculum (especially on the district level), the relationship of instructional technology to curriculum, and instructional technology and teacher education.

Contact

Leigh T. Ausband
University of North Carolina at Charlotte
9201 University City Blvd.
Charlotte, NC  28223
lausband@email.uncc.edu

Copyright © 2006, ISTE (International Society for Technology in Education). All rights reserved.