School Technology Leadership for Social Justice in Texas: A Three-Step Latent Class Analysis

• In Event: Park Central Roundtable Session 5
  In Roundtable Session: Leaders Influencing School Culture in Uncharted Territory: Technology and Diversity

Abstract

The purpose of this study is to determine the extent to which there is a typology of technology-ready schools in Texas by analyzing principal survey data on technology leadership with latent class analysis (LCA). With a “rhetoric-reality gap” impacting technology’s role in schools, understanding how administrators support technology integration that bolsters effective instruction and addresses digital inequity is imperative. Thus, we use LCA on principal data on technology leadership in 7,000 Texas public schools and found three different statistically significant types of technology-ready schools: Established, Endeavoring, and Disengaged. Furthermore, SES and urbanicity significantly predicted the odds of a school belonging to two groups. Implications for school technology leadership for social justice will be discussed.

Authors

• Kenneth Edward Graves, Teachers College, Columbia University

• Alex J. Bowers, Teachers College, Columbia University