Leading Technological Change: A Qualitative Study of High School Leadership in the Implementation of One-To-One Computing

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Autor/in	Cohen, Maureen McCallion
Titel	Leading Technological Change: A Qualitative Study of High School Leadership in the Implementation of One-To-One Computing
Quelle	(2017), (270 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Northeastern University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3697-1461-6
Schlagwörter	Hochschulschrift; Dissertation; High Schools; Computer Uses in Education; Qualitative Research; Leadership; Program Implementation; Principals; Assistant Principals; Semi Structured Interviews; Suburban Schools; Rural Schools; Technology Integration; Strategic Planning; Organizational Change; Transformational Leadership; Massachusetts + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; High school; Oberschule; Computernutzung; Qualitative Forschung; Führung; Führungsposition; Principal; Schulleiter; Principals; Stellvertretende Schulleitung; Suburban area; Outskirts; Suburb; School; Schools; Vorort; Vorstadt; Schule; Rural area; Rural areas; Ländlicher Raum; Schulen; Strategy; Planning; Strategie; Planung; Organisationswandel; Master-Studiengang
Abstract	The purpose of this basic qualitative study was to identify and understand the leadership strategies used by Massachusetts high school administrators during the early implementation (first four years) of one-to-one computing. The study was guided by two research questions: (1) How do high school administrators describe their experience leading the implementation of one- to-one computing at their school? (2) What is the nature of school-based leadership strategies high school administrators describe using in the early implementation of one-to-one computing? Data collected came from semi-structured interviews of 10 assistant principals and principals representing eight suburban or rural high schools in Massachusetts, who were in their first four years of one-to-one computing. Through an inductive process, data was analyzed using in vivo coding, open and axial coding, and constant comparison. Findings indicated that the goals of one-to-one computing were to prepare students for a digital world. The implementation process involved strategic planning, communication, and flexibility. In addition, change dynamics impacted emotions, the leader, and the school environment. Leadership strategies involved aspects of transformational, transactional, instructional, and distributed leadership models. From these findings, four conclusions emerged: (1) strategic planning and a well-articulated vision were key practices used in the early implementation of one-to-one computing; (2) the implementation of one-to-one computing was an organizational change, which affected all aspects of the school environment, resulting in various reactions from stakeholders; (3) one-to-one computing required distributed leadership; and (4) transformational leadership practices were the most numerous strategies used in one-to-one computing, but were used in conjunction with transactional, instructional, and distributed leadership practices. This research is relevant for school administrators interested in understanding the leadership strategies used in the implementation of one-to-one computing. This research indicated that factors such as having a shared vision, distributing leadership to others, modeling technology integration, and providing differentiated professional development are effective leadership strategies to implement one-to-one computing. When implemented successfully, one- to-one computing has the potential to transform the school environment, shift instruction to be student-centered and collaborative, and prepare students for a digital world. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01