The effects of external controls on teachers' development of technology competencies in an economically disadvantaged district

Exponential growth in technological innovations has changed the dynamics of global economic competition. These changes have redefined the relationships between economy and education, which has redirected national and state interest toward the development of human capital within public schools to meet the demands of a new knowledge-based economy (Martens, Rusconi, & Leuze, 2007; Sahlberg, 2006). This study will explore the effects of external controls on education as they affect reform policies, the technical core of teaching and learning, and teachers' development of technology competencies at an elementary school level within a socioeconomically disadvantaged setting. The study will attempt to determine whether externalized mechanisms of control created by federal and state policies are unintentionally hindering teachers' technological competency development as a result of competing demands to determine whether reform policies can or are unintentionally operating as technology immobilizing agents capable of creating digital inequality (Keller & Bichelmeyer, 2004; Lawton, McKevitt, & Millar, 2000).

Name thesis:degree_name

Ed.D. Educational Leadership

Level thesis:degree_level

Dissertation

Discipline thesis:degree_discipline

Educational Leadership

Year dc:date.available

2015

Author dc:creator

• Rodriguez, Oscar

Contributors dc:contributor

• Rios, Hector

• Technological literacy; Public schools--Law and legislation
• Elementary and Middle and Secondary Education Administration

Repository record dc:identifier

https://rdw.rowan.edu/etd/337

OAI identifier oai:identifier

oai:rdw.rowan.edu:etd-1336