The Role Of The Technology Coordinator In Supporting The Successful Implementation Of A 1:1 Chromebook Initiative

<p>1:1 Technology programs continue to increase in popularity across the United States and beyond. This phenomenon has the potential to increase student engagement and achievement. Previous research has demonstrated that devices alone do not guarantee this outcome. While many studies have examined the key factors for implementing a 1:1 technology program, few have examined the role that Technology Coordinators must take in professional development to maximize this implementation. The purpose of this transcendental phenomenological study was to understand the relationship between a high school Technology Coordinator’s understanding of the technological pedagogical content knowledge (TPACK) and their technology leadership capacities as defined by the International Society for Technology Education (ISTE) Standards for Administrators and the impact of these capacities on classroom instruction and student achievement. The central research question of the study is: How does the technology leadership capacity of a school’s technology coordinator as defined by the ISTE Standards for Administrators in the domains of 1) visionary leadership, 2) digital age learning culture, 3) excellence in professional practice, 4) systemic improvement, and 5) digital citizenship influence the implementation of 1:1 of Chromebooks and their use?</p> <p>This researcher also addressed the following sub-questions:</p> <ul> <li>How do Technology Coordinators at four district high schools establish, enact, and sustain professional support for individual teachers adopting 1:1 Chromebooks in their classrooms?</li> <li>How do site Technology Coordinators structure professional development in the areas of technological pedagogical content knowledge (TPACK) to create a successful implementation of a 1:1 Chromebook program?</li> </ul> <p>Semi-structured interviews were conducted with four Technology Coordinators at different comprehensive high schools in a district that has a fully implemented 1:1 Chromebook program. Data analysis followed Moustakas’ (1994) three-step process: Epoche, Transcendental-Phenomenological Reduction, and Imaginative Variation. Three themes emerged from this study: (1) Visionary leadership and systematic involvement; (2) Digital age learning and excellence in professional practice and (3) Digital citizenship. Results revealed that creating a shared vision among all stakeholders was a key element to successful implementation along with creating individualized differentiated professional development for teachers who have varied skill levels when it comes to technology integration in the classroom. Findings also showed that school size and the pace of technology changing are obstacles for teachers who are not digital natives.</p>

Name thesis:degree_name

Doctor of Education (EdD)

Level thesis:degree_level

Dissertation

Discipline thesis:degree_discipline

Education

Year dc:date.available

2019

Author dc:creator

• Cutts, Justin

Contributors dc:contributor

• Michelle Collay
• Kimberly Roberts-Morandi
• George Sziraki

• Educational Leadership

Repository record dc:identifier

https://dune.une.edu/theses/240

OAI identifier oai:identifier

oai:dune.une.edu:theses-1239