LEADERSHIP ACTIONS FOR TECHNOLOGY INTEGRATION INTO SCHOOLS

Abstract

This dissertation presents findings from a single case study in one elementary school. As technology integration in schools continues to develop, this study looks at the role of a school principal as she engages in technology leadership. The study is designed around a conceptual framework by Scott McLeod (2015) who defines leadership actions that are central to integrating technology in schools undergoing improvement as the following: setting forth a unified vision with the purpose for the initiative; eliminating the fear of change in community and staff members; releasing control to allow students more autonomy; and supporting parents, teachers, and students with professional learning and a robust infrastructure. Data collection included interviews, observations, and professional documents and artifacts. There are two key findings for school leaders working to integrate technology: principals must operationalize a vision by creating conditions for teacher learning and principals must provide access and build capacity.