An Investigation of the Relationship Between School-Based Technology Leadership Practices and Teacher Technology Integration Knowledge and Practices

• In Event: Technology Leadership for Successful Technology Integration in Education: In-Depth Studies Throughout the World

Abstract

Objectives and purposes. This paper applies a framework of recommended leadership practices to examine those used by leaders at two middle schools to support teachers’ technology integration and explores the apparent influence that these leadership actions have on teachers’ technology use.

Theoretical frameworks. Specific leadership practices that result in gains for student achievement have been identified (Leithwood, Louis, Anderson, & Wahlstrom, 2004; Leithwood & Riehl, 2003; Waters, Marzano, & McNulty, 2003) and can be described categorically as the practices of setting direction, developing people, and developing the organization. Applied to technology, effective leadership practices include articulating a vision for technology use, providing opportunities for teachers to learn to integrate technology, and enabling organizational conditions for effective use of technology, such as providing access to technology and facilitating opportunities for professional community (Anderson & Dexter, 2005; Dexter, 2011; Dexter, Anderson, & Ronnkvist, 2002; Dexter, Seashore, & Anderson, 2002, 2009; Fishman et al., 2004; Gerard & Linn, 2008; Law, Pelgrum, & Plomp, 2008). There is little literature that explores how the relationship between how school leaders employ these practices and how they influence teachers’ technology integration.

Methods. Mixed methods case studies of two middle schools were conducted to examine technology leadership practices and teachers’ understanding and uses of technology. Cross-case analysis was employed to describe differences in leadership practices at the two schools. These differences were related to survey data describing teachers’ awareness of their school’s vision for technology integration, the degree to which teachers learn and communicate about technology, and how often teachers report having their students use technology for various learning activities.

Data sources and evidence. Semi-structured interviews were conducted with three math and science teachers and teacher leaders at each school who had interactions with instructional technologists (ITs), math and science ITs, and the principals of two middle schools, as well as district-level leaders for math, science, and technology. Focus groups were conducted with all math and science teachers at the two middle schools. Surveys were administered and completed by all math and science teachers in both middle schools.

Results. This study demonstrates the importance of technology leaders’ attention to “setting direction” for technology use, specifically fostering shared understandings of the purpose for technology integration and working with teachers to create a climate conducive to technology integration learning and practice. It appears that school leaders’ differential uses of these practices influenced (1) teachers’ understanding of their school’s vision for technology-supported instruction, (2) teachers’ practices of learning and communicating about technology, and (3) utilizing technology for student learning.

Scientific or scholarly significance. This paper provides an in-depth examination of recommended leadership practices as well as how they work synergistically, suggesting that particular practices may be key to supporting teachers’ technology integration.

Authors

• Hilary Ritt, University of Virginia

• Sara L. Dexter, University of Virginia