Date of Award

2020

Document Type

Dissertation

Degree Name

Education (Ph.D)

Department

Education Specialties

First Advisor

Erin M Fahle

Second Advisor

Mary Ellen Freeley

Third Advisor

James Campbell

Abstract

One of the biggest problems facing principals as instructional technology use continues to grow is that most principals are inadequately prepared to become technology leaders, due to both a lack of training and a lack of guidance on how to effectively support teachers as they integrate technology into their classrooms. The purpose of this study was to identify the relationship the Pillars of Digital Leadership, one proposed definition of an effective technology leader, and technology use in the classroom.

Participants in this study will be secondary principals and teachers from three Suffolk County school districts in Long Island, New York. Principals received the Principal Leadership Survey, which determined the level of alignment between their actions and values and the Pillars of Digital Leadership. Teachers received the Instructional Technology Outcomes survey, which determined the frequency and type of technology use in their classroom. Teacher technology use was separated into three distinct categories: administrative and management tasks, planning and delivery of instruction, and student use. Both surveys were designed specifically for use in this study and reviewed by local experts.

The results of this study found that the Pillars of Digital Leadership did not predict teacher technology use in any category.

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