Doctor of Philosophy (PhD)
Educational Theory, Policy, and Practice
This study examined the skills that e-learners considered essential to the creation of a technology-rich school community. The focus was upon the skills that acting district and school administrators deemed essential to becoming an effective e-leader. The quantitative investigation associated with this study consisted of a researcher created survey based upon the International Society of Technology Educators (ISTE) National Educational Technology Standards for Administrators (NETS-A). The intent of this survey was to obtain a list of skills that the participants felt were necessary for administrators to obtain in order to be effective leaders. These skills are categorized into both theory-based and operational. The qualitative investigation examined interview data from one-on-one interviews. The interviews were conducted in order to obtain a greater insight into the views of school-based and district-based administrators in terms of technology leadership. The intent of this study was to investigative and gather information in order to create online self-paced professional development opportunities for school and district administrators.
Document Availability at the Time of Submission
Release the entire work immediately for access worldwide.
Seneca, Tammy Sue, "The principal as technology leader: the skills e-learners consider essential to the creation of a technology-rich school community" (2008). LSU Doctoral Dissertations. 2755.