A Comparison of Administrators' and Teachers' Perceptions of National Technology Standards

Search for this publication on Google Scholar
Wilkins, P. (2014). A Comparison of Administrators' and Teachers' Perceptions of National Technology Standards. Unc Charlotte Electronic Theses And Dissertations.
Download PDF

Analytics

105 views ◎
33 downloads ⇓


Abstract

The need for teachers and administrators to select and use appropriate and effective technologies to support instruction is critical for the academic and social success of students. The purpose of the study was to document and compare administrators' and teachers' perceptions related to National Technology Standards (NETS). The research was intended to assist district level leaders in making informed decisions to identify plausible professional development (PD) training needs of school administrators and teachers. The mixed-method study was conducted in a large school district in the southeastern region of the United States. Participants included elementary and middle public school administrators and teachers. Survey and interview data depict both groups view pedagogical practices of high importance. Despite the fact that results of the online survey reveal both groups engaged in PD, results from the semi-structured interview depict an ongoing need for purposeful selection of technology training opportunities. Advances in technology are constant and to provide engaging learning environments for all students professional development grounded in research is essential for both administrators and teachers to influence leadership and classroom practices.

Details
Author

Wilkins, Patricia

Title

A Comparison of Administrators' and Teachers' Perceptions of National Technology Standards

Physical Description

1 online resource (120 pages) : PDF

Date

2014

Degree Granting Institution

University of North Carolina at Charlotte

Abstract

The need for teachers and administrators to select and use appropriate and effective technologies to support instruction is critical for the academic and social success of students. The purpose of the study was to document and compare administrators' and teachers' perceptions related to National Technology Standards (NETS). The research was intended to assist district level leaders in making informed decisions to identify plausible professional development (PD) training needs of school administrators and teachers. The mixed-method study was conducted in a large school district in the southeastern region of the United States. Participants included elementary and middle public school administrators and teachers. Survey and interview data depict both groups view pedagogical practices of high importance. Despite the fact that results of the online survey reveal both groups engaged in PD, results from the semi-structured interview depict an ongoing need for purposeful selection of technology training opportunities. Advances in technology are constant and to provide engaging learning environments for all students professional development grounded in research is essential for both administrators and teachers to influence leadership and classroom practices.

Genre

doctoral dissertations

Subjects--Topics

Educational leadership

Degree

D.Ed.

Keywords

Administrators
Perceptions
Principals
Professional Development
Teachers
Technology Standards

Subject Area

Educational Leadership

Advisor(s)

Algozzine, Robert
Gretes, John

Committee Members

Wang, Chuang
Polly, Andrew

Degree Note

Thesis (D.Ed.)--University of North Carolina at Charlotte, 2014.

Rights Statement

This Item is protected by copyright and/or related rights. You are free to use this Item in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you need to obtain permission from the rights-holder(s). For additional information, see http://rightsstatements.org/page/InC/1.0/.

Rights Holder Information

Copyright is held by the author unless otherwise indicated.

Identifier

Wilkins_uncc_0694D_10563

Permalink

http://hdl.handle.net/20.500.13093/etd:42