What Is the Role for K–12 Instructional Technology Leaders? A Survey of Indiana Public School Superintendents and Teachers

• In Event: 16.062 - Poster Session 2
  In Poster Session: 16.062-1 - School Leadership and Principals' Management Practices

Abstract

The roles that instructional technology leaders are expected to inhabit usually depends on the particular needs required of a public K-12 school. Contrasting which skills and experiences public school superintendents and teachers tend to prioritize over others can be one way to understand how technology integration is realized in K-12 classrooms. Preliminary results indicate three primary findings: (1) Superintendents and teachers share similar preferences among the majority of skills and experiences considered important for instructional technology leadership; (2) Superintendents tended to prioritize higher than teachers the instructional technology leadership skills for developing technology goals and having curriculum experience; and (3) Teachers tended to prioritize higher than superintendents the instructional technology leadership skill for repairing or troubleshooting technology devices.

Author

• Thomas Edelberg, Indiana University - Bloomington