You are here

FAU Collections » FAU Research Repository » FAU Theses and Dissertations

relationship of selected principal characteristics to the integration of technology in schools

Download pdf | Full Screen View

Date Issued:
1996
Summary:
Computers are an integral part of our society. The educational system is under considerable pressure to integrate computers into the curriculum both as a subject and as a teaching methodology. While research shows that there are positive trends in computer availability, most teachers have not yet fully integrated technology into the curriculum or their pedagogical methodologies. The purpose of this study was to determine the relationship of the principal's use of the microcomputer and other principal characteristics. This included the location of the computer used, ethnicity, years of experience in education, age, gender and education, to the degree to which computer technology is integrated in the classroom. The sample was comprised of 40 elementary schools selected at random from Broward County and Dade County, Florida. A random sample of at least 20 teachers from each school was administered the Levels of Computer Use (LCU) survey to determine the degree to which technology was integrated into the classroom. The Technology Use Survey (TUS) was administered to the principal of the school to determine the level of computer use by the principal and other demographic factors related to the principal. Results indicated no significant relationship between the degree to which technology was integrated in the classroom, as determined by the LCU, and the principal's use of the microcomputer (r =.0779, p >.05). Moreover the location of the computer (r =.1068, p >.05), years of experience of the principal (r =.2505, p >.05), age (r =.0301, p >.05), gender (r =.1223, p >.05) and education (r =.0013, p >.05) were not found to have significant relationships with the degree to which technology was integrated in the classroom. A significant relationship was found between the ethnicity of the principal (r =.4582, p <.01) and the degree to which technology was integrated within the classroom. Suggestions for future research include studying the principal's role in the school in terms of their management or leadership role in the integration of technology in the curriculum. Future research should study other possible leaders in the school's organizational culture that might serve as a role model, and investigate the degree to which the principal's ethnic background may actually represent the socio-economic background of the school and other issues of equity.
Title: The relationship of selected principal characteristics to the integration of technology in schools.
222 views
105 downloads
Name(s): Knee, Richard Henry
Florida Atlantic University, Degree Grantor
College of Education
Department of Educational Leadership and Research Methodology
Type of Resource: text
Genre: Electronic Thesis Or Dissertation
Issuance: monographic
Date Issued: 1996
Physical Form: pdf
Extent: 83 p.
Language(s): English
Summary: Computers are an integral part of our society. The educational system is under considerable pressure to integrate computers into the curriculum both as a subject and as a teaching methodology. While research shows that there are positive trends in computer availability, most teachers have not yet fully integrated technology into the curriculum or their pedagogical methodologies. The purpose of this study was to determine the relationship of the principal's use of the microcomputer and other principal characteristics. This included the location of the computer used, ethnicity, years of experience in education, age, gender and education, to the degree to which computer technology is integrated in the classroom. The sample was comprised of 40 elementary schools selected at random from Broward County and Dade County, Florida. A random sample of at least 20 teachers from each school was administered the Levels of Computer Use (LCU) survey to determine the degree to which technology was integrated into the classroom. The Technology Use Survey (TUS) was administered to the principal of the school to determine the level of computer use by the principal and other demographic factors related to the principal. Results indicated no significant relationship between the degree to which technology was integrated in the classroom, as determined by the LCU, and the principal's use of the microcomputer (r =.0779, p >.05). Moreover the location of the computer (r =.1068, p >.05), years of experience of the principal (r =.2505, p >.05), age (r =.0301, p >.05), gender (r =.1223, p >.05) and education (r =.0013, p >.05) were not found to have significant relationships with the degree to which technology was integrated in the classroom. A significant relationship was found between the ethnicity of the principal (r =.4582, p <.01) and the degree to which technology was integrated within the classroom. Suggestions for future research include studying the principal's role in the school in terms of their management or leadership role in the integration of technology in the curriculum. Future research should study other possible leaders in the school's organizational culture that might serve as a role model, and investigate the degree to which the principal's ethnic background may actually represent the socio-economic background of the school and other issues of equity.
Identifier: 12443 (digitool), FADT12443 (IID), fau:9338 (fedora)
Note(s): Adviser: John D. Morris.
Thesis (Ed.D.)--Florida Atlantic University, 1996.
Subject(s): Education, Administration
Education, Technology
Persistent Link to This Record: http://purl.flvc.org/fcla/dt/12443
Use and Reproduction: http://rightsstatements.org/vocab/InC/1.0/
Use and Reproduction: Copyright © is held by the author with permission granted to Florida Atlantic University to digitize\ archive and distribute this item for non-profit research and educational purposes. Any reuse of this item in excess of fair use or other copyright exemptions requires permission of the copyright holder.
Host Institution: FAU