{"id":{"repo_id":"gsu","oai_identifier":"oai:digitalcommons.georgiasouthern.edu:etd-1366"},"canonical_url":"https://search.dev.ndltd.org/etd/gsu/oai:digitalcommons.georgiasouthern.edu:etd-1366","repository":{"repo_id":"gsu","name":"Georgia Southern University","base_url":"https://digitalcommons.georgiasouthern.edu/do/oai/"},"display":{"title":"Technology Integration in Georgia Public Elementary Schools","abstract":"The purpose of this qualitative study was to identify actions and practices that effective technology leaders use to support and sustain technology integration in elementary school classrooms. Three Georgia public elementary school principals who had been identified as top building level technology leaders and three each of their teachers were interviewed using researcher developed interview questions that addressed the International Society for Technology in Education (ISTE) seven factors for successful technology implementation. The interviews provided insights into the principals' and teachers' perspectives regarding the principals' roles in effectively implementing classroom technology in their schools. Interview data were analyzed inductively through pattern identification and coding. Three themes emerged from analysis of the principals' interviews: obtaining hardware, software, and training; communicating expectations for technology use; and, defining what was considered effective use of technology. The three themes that were gleaned from teachers' interviews were: the principals' encouragement, enthusiasm, and support for technology use; willingness and ability of the principal to provide needed educational technology hardware, software, and training; and, how the principals sought to ensure the desired amount and type of technology integration in their teachers' classrooms. One theme-provision of equipment and training-was shared between the two groups, and seemed to be the foundation on which the rest of the leadership actions were built. The other themes showed that the two groups' perspectives of the principals' roles were similar and supportive of each other, as the teachers' emphases were essentially the way they perceived the principals' performance of their fundamental effective leadership behaviors. All of this led to successful technology integration.","abstract_html":"The purpose of this qualitative study was to identify actions and practices that effective technology leaders use to support and sustain technology integration in elementary school classrooms. Three Georgia public elementary school principals who had been identified as top building level technology leaders and three each of their teachers were interviewed using researcher developed interview questions that addressed the International Society for Technology in Education (ISTE) seven factors for successful technology implementation. The interviews provided insights into the principals' and teachers' perspectives regarding the principals' roles in effectively implementing classroom technology in their schools. Interview data were analyzed inductively through pattern identification and coding. Three themes emerged from analysis of the principals' interviews: obtaining hardware, software, and training; communicating expectations for technology use; and, defining what was considered effective use of technology. The three themes that were gleaned from teachers' interviews were: the principals' encouragement, enthusiasm, and support for technology use; willingness and ability of the principal to provide needed educational technology hardware, software, and training; and, how the principals sought to ensure the desired amount and type of technology integration in their teachers' classrooms. One theme-provision of equipment and training-was shared between the two groups, and seemed to be the foundation on which the rest of the leadership actions were built. The other themes showed that the two groups' perspectives of the principals' roles were similar and supportive of each other, as the teachers' emphases were essentially the way they perceived the principals' performance of their fundamental effective leadership behaviors. All of this led to successful technology integration.","abstract_has_math":false,"creators":["Sawyer, Timothy H."],"institution":null,"degree_name":"Doctor of Education in Education Administration (Ed.D.)","degree_level":"Dissertation (open access)","degree_discipline":"Department of Leadership, Technology, and Human Development","degree_department":null,"school":null,"contributors":["Russell Mays","John Lairsey"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2011,"date_issued":"2011-05-01T07:00:00Z","date_published":"2011-05-01T07:00:00Z","updated_at":"2026-07-24T02:26:46Z","subjects":["ETD","Educational leadership","School principal","Technology","Integration"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digitalcommons.georgiasouthern.edu/etd/366","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Russell Mays","John Lairsey"]},{"key":"dc:creator","label":"Author","values":["Sawyer, Timothy H."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2013-10-17T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Department of Leadership, Technology, and Human Development"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation (open access)"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Education in Education Administration (Ed.D.)"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["ETD","Educational leadership","School principal","Technology","Integration"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://digitalcommons.georgiasouthern.edu/etd/366"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The purpose of this qualitative study was to identify actions and practices that effective technology leaders use to support and sustain technology integration in elementary school classrooms. Three Georgia public elementary school principals who had been identified as top building level technology leaders and three each of their teachers were interviewed using researcher developed interview questions that addressed the International Society for Technology in Education (ISTE) seven factors for successful technology implementation. The interviews provided insights into the principals' and teachers' perspectives regarding the principals' roles in effectively implementing classroom technology in their schools. Interview data were analyzed inductively through pattern identification and coding. Three themes emerged from analysis of the principals' interviews: obtaining hardware, software, and training; communicating expectations for technology use; and, defining what was considered effective use of technology. The three themes that were gleaned from teachers' interviews were: the principals' encouragement, enthusiasm, and support for technology use; willingness and ability of the principal to provide needed educational technology hardware, software, and training; and, how the principals sought to ensure the desired amount and type of technology integration in their teachers' classrooms. One theme-provision of equipment and training-was shared between the two groups, and seemed to be the foundation on which the rest of the leadership actions were built. The other themes showed that the two groups' perspectives of the principals' roles were similar and supportive of each other, as the teachers' emphases were essentially the way they perceived the principals' performance of their fundamental effective leadership behaviors. All of this led to successful technology integration."]},{"key":"dc:title","label":"Title","values":["Technology Integration in Georgia Public Elementary Schools"]}]}],"canonical_facts":{"dc:contributor":["Russell Mays","John Lairsey"],"dc:creator":["Sawyer, Timothy H."],"dc:date.available":["2013-10-17T07:00:00Z"],"dc:description.abstract":["The purpose of this qualitative study was to identify actions and practices that effective technology leaders use to support and sustain technology integration in elementary school classrooms. Three Georgia public elementary school principals who had been identified as top building level technology leaders and three each of their teachers were interviewed using researcher developed interview questions that addressed the International Society for Technology in Education (ISTE) seven factors for successful technology implementation. The interviews provided insights into the principals' and teachers' perspectives regarding the principals' roles in effectively implementing classroom technology in their schools. Interview data were analyzed inductively through pattern identification and coding. Three themes emerged from analysis of the principals' interviews: obtaining hardware, software, and training; communicating expectations for technology use; and, defining what was considered effective use of technology. The three themes that were gleaned from teachers' interviews were: the principals' encouragement, enthusiasm, and support for technology use; willingness and ability of the principal to provide needed educational technology hardware, software, and training; and, how the principals sought to ensure the desired amount and type of technology integration in their teachers' classrooms. One theme-provision of equipment and training-was shared between the two groups, and seemed to be the foundation on which the rest of the leadership actions were built. The other themes showed that the two groups' perspectives of the principals' roles were similar and supportive of each other, as the teachers' emphases were essentially the way they perceived the principals' performance of their fundamental effective leadership behaviors. All of this led to successful technology integration."],"dc:identifier":["https://digitalcommons.georgiasouthern.edu/etd/366"],"dc:subject":["ETD","Educational leadership","School principal","Technology","Integration"],"dc:title":["Technology Integration in Georgia Public Elementary Schools"],"thesis:degree_discipline":["Department of Leadership, Technology, and Human Development"],"thesis:degree_level":["Dissertation (open access)"],"thesis:degree_name":["Doctor of Education in Education Administration (Ed.D.)"]},"updated_at":"2026-07-24T02:26:46Z"}