Ad 776 Research Paper

KFCarr Graduate Programs: Preparing School Administrators in Educational Technology
Kathleen Finn Carr

Loyola University
Graduate Programs: Preparing School Administrators in Educational Technology
AD 776
KFCarr Graduate Programs: Preparing School Administrators in Educational Technology 2
ABSTRACT
In the last several years, changes to graduate programs that are meant to educate future school
administrators have occurred with more frequency. The role of school administrator has
undergone numerous facelifts along with the 21st century learning environment. As technology
continues to play a greater role in the 21st century classroom, previously, a non-issue, it has now
come to forefront of the educational spotlight. A greater emphasis has been placed on the
importance of leadership to the overall success of schools (Robey and Bauer 2013). The role
of Leadership is an all encompassing one in relation to the day-to-day operations of a school.
Teachers are leaders on a daily basis and, who do the teachers look to for curriculum guidance
and advice? They look to the school administrators: Principals, and Assistant Principals. While
the graduate programs provide extensive instruction and support to their students in managing
the schools, curriculum development, and delegating jobs daily, it appears that the graduate
programs have have not prepared their future leaders in the facilitation of the integration of
technology. As billions of dollars are invested in technology for the school settings; from school
management systems to classroom SMART boards, the leaders of the schools should be
comfortable in utilizing these technologies. Educational Technology is a relatively new field
and as such, while numerous peer reviewed articles were perused, the amount of articles on the
preparation of school Administrators in Technology usage were few and far between. A
common link among them was that there was not enough emphasis placed on the importance of
technology integration for school administrators.
Keywords
Educational Leadership, School Administration, Technology Integration, University Leadership

Introduction
The educational preparation process for School Administration leaders is a rigorous one. Intense
programs emphasizing the importance of being a good school leader, can be found throughout
the world. These programs are typically quite competitive in their admissions criteria and once
candidates are admitted, the course load is both fast paced and broad . When a prospective
future school leader enters these programs, they do so with the hope and understanding that when
they graduate, they will not only be capable administrators but true leaders in the school
communities. In the last several years the training and development of school principals has
been put under an academic microscope, and for good reason. By definition, a school principal
is A head teacher (also known as school principal, headteacher, headmaster,
headmistress or the head, sometimes informally in Scots, the heidie or heedie) is the
most senior teacher, leader, and manager of a school.(retrieved from-
https://en.wikipedia.org/wiki/Head_teacher) As such, principals are expected to convey strong
leadership skills under which competence in the area of technology has been recognized as an
important aspect of professional practice for aspiring school administrators(Donlevy, 213
2004).
At issue and of great concern is the fact that while much is learned in these graduate programs
from the how tos of pedagogy and curriculum to the ethical handling of unethical situations,
seemingly absent from the training is the how-tos of technology. Billions of dollars have been
spent on the integration of technology into every aspect of school systems worldwide. It appears
that school administrators are not prepared in their graduate studies to be supreme purveyors of
Technology integration. Millenial principals have a different needs set than past generations
and require program supports that will prepare them to lead the learning for student achievement
while successfully integrating technology(Hayashi, p.51 2015). Many studies have been done
about teachers using technology in the 21st century classroom. Common core standards require
technology usage yet, while principals are enormous proponents of integrating technology, once
they have been given the green light to do so, they are uncertain as to how to proceed using the
technology tools in their daily responsibilities. If there is to be universal implementation of
technology and a follow-through in core competencies, then the school administrator must be
prepared to handle the technology windfall that has become the learning environment. Innovative
technology practices have been implemented in every aspect of a schools daily life. Without the
proper training and understanding of how technology can be effectively used in student learning,
and the curriculum, school leaders are not working up to their hard earned potential. With this
developmental lag, innovative technology practices will likely be unrealized(Testerman et al,
2001,p.60).
Article Title # 1 Basic Technology Competencies of Educational Administrators
What was studied? Basic competencies of practicing administrators and grad students
What methodology Cross sectional survey

was used?
How was the data Basic technology competencies

analyzed?
What did the Principals and Assistant principals had lower computer competencies
researcher (s) find? then central office and graduate students
What conclusions did If educational leaders continue to demonstrate developmental lags in

the researcher (s) their knowledge and competencies the expected benefits of
make? innovative technologies will be unrealized, clearly warranting the
necessary development and improvement of educational
administrators.
Article Title #2 The role of the administrator in instructional technology policy
What was studied? The implementation of technology into curriculum and accountability
What methodology n/a

was used?
How was the data n/a

analyzed?
What did the n/a

researcher (s) find? This was an opinion article.
What conclusion(s) n/a

did the researcher(s)
make?
Article Title #3Technological Competence:Training Educational Leaders
What was studied? What, if anything, contributes to the successful integration of

technology by school leadership
What methodology Survey (follow-up)

was used?
How was the data The data was analyzed by the results being compared to earlier
analyzed? findings in a previous survey
What did the The researchers found that administrators have, for the most part, not
researcher (s) find? had any technology training within their programs. That which they
have learned has been self-taught or learned on the job
What conclusions did Technological preparation in grad programs have been neglected. the
the researcher (s) use of technology to support management decisions and integrating
make? into administration has been non -existent.
Article Title #4 E-Leadership of School Principals: Increasing School

Effectiveness by a School Data Management
System(http://dx.doi.org.ezp.indilibrary.org/10.1111/bjet.12088)
What was studied? Principals and their E-Leadership and Mashov management systems
in 500 Israeli secondary schools
What methodology semi structured interviews with 8 principals, a ministry of education

was used? supervisor and a director of the schools management training
program
How was the data Interviews were recorded, transcripts analyzed using qualitative
analyzed? content analysis.
What did the Through the use of the school management system, the entire school
researcher (s) find? culture was changed, improving the school climate.
What conclusions did Researchers concluded that through the implementation of a school
the researcher (s) management system, e-leadership would be enhanced and that the
make? system should be extended to parents and students.
Article Title #5 Collaborative Leadership development with ICT experiences

from three exemplary schools (doi 10.1080/13603124.2014.963689)
What was studied? That which characterizes exemplary leadership, the digital tools that
are valued as leadership tools and and the ever-changing technology

for introducing changes to schools
What methodology Interviews with school leaders and analyses of school documents and
was used? websites
How was the data analysis of documents and websites

analyzed?
What did the Importance of supportive school leadership for successful

researcher (s) find? implementation of ICT in education
What conclusions did Which the technology infrastructure is important more important is
the researcher (s) school leaderships orientation towards technology. Use and
make? leadership are most crucial for effectively utilizing technology in
education
Article Title #6 Relationship between technology leadership strategies and effectiveness of

school administration: An empirical study (doi 10.1016/j.compedu.2014.03.010)
What was studied? The level of technology in 323 Taiwanese schools
What methodology was Semi-structured interviews, pilot studies and expert validity surveys
used?
How was the data quantitative data gathered was analyzed, used descriptive statistics, Pearsons
analyzed? product correlation coefficient and simple linear regression
What did the researcher (s) Found that the elementary school administrators used technology very effectively
find? and in a conscientious manner
What conclusions did the They concluded that technology leadership strategies should be an essential part of
researcher (s) make? the school training in order to show /prove the effectiveness of the programs.
Article Title #7 Change in University-Based Programs of Educational Leadership: How

Responsive Have Programs Been? (doi 10.1177/1942775113498375)
What was studied? The change in design of masters programs for principal certification
What methodology was Surveys sent to chairs of university based leadership programs (as part of multi-
used? method study) pilot tested including self-pilot, informed pre-subject phase, in-
informed pre-subject phase and actual subject phase
How was the data Through descriptive and inferential statistics

analyzed?
What did the researcher (s) Change has taken place in university programs
find?
What conclusions did the

researcher (s) make?
Article Title #8 Integrating Technology: The Principals Role and

Effect(doi:10.5539/ies.v8n5p43)
What was studied? The current attitudes of principals about the integration of technology in their
schools
What methodology was quantitative survey data, qualitative short answer and interviews
used?
How was the data Three research questions were asked and the researchers data was applied to those
analyzed? three questions. What value do principals put on technology? What are the
roadblocks preventing teachers from integrating technology into their classrooms?
What are the school district demographics.
What did the researcher (s) They found that the principals felt that integration of technology was very
find? important. They found that the greatest roadblock to integrating the technology was
the willingness of the teachers to do so.
What conclusions did the Implementation of teacher coaches would be advantageous in integrating
researcher (s) make? technology. Possible implementation of a Technology vision plan by principals.
More research needed on prinicpals role.
Article Title #9 Technology Integration and Technology Leadership in schools as

learning organizations (TOJET)
What was studied? The attitudes of Administrators (principals and Assistant principals)
and computer teachers towards the usage of technology
What methodology Questionnaire divided into two sections first one regarding
was used? demographics and the second one regarding attitudes towards
technology integration
How was the data SPSS-Statistical package for social science

analyzed?
What did the That computer teachers and school administrators have positive
researcher (s) find? attitudes toward the integration of technology
What conclusions did There were mutual expectations of both administrators and computer
the researcher (s) teachers to lead in innovation and integration of technology.
make?
Article Title #10 Teachers, Technology and Training :Preparing future educational
leaders: Technology standards for school Administrators
What was studied? The TSSA-technology standards for school administrators
What methodology A sample

was used?
How was the data Observations allowed for what technology tools were being used in
analyzed? the classroom
What did the university programs play an important role in educating furture
researcher (s) find? administrators
What conclusions did TSSA standards should help in providing skill areas and competencies
the researcher (s) which school administrators should be capable of providing.
make?
Article Title #11 Calibrating Ones Moral Compass: How Principal Preparation
shapes school leaders
What was studied? 1st year and 3rd year administrators who were graduates of western
university education administration program and who are bound by
(ISLLC) Interstate School Leader Licensure Consortium standards
What methodology mixed method interviews and surveys

was used?
How was the data From the survey data, researchers analyzed how prepared
analyzed? administrators were when their moral compass was challenged
What did the that these individuals were ethical leaders

researcher (s) find?
What conclusions did Every participant was an ethical leader

the researcher (s)
make?
Article Title #12 Preparing future principals:facilitating the development of a mentoring mindset
through graduate coursework (doi 10.1080/13611260903448292)
What was studied? skills that made students affective proteges in mentoring relationships
What methodology was student journal responses and and written research assignments, online discussion
used? boards and a final mentoring paper
How was the data through students written reflections gathered in blackboard
analyzed?
What did the researcher (s) That through reflections and the mentoring assignment, students were able to
find? develop their knowledge, skills and dispositions to enter into mentor/mentee
relationships
What conclusions did the Through the right educational leadership program, educational leaders can make a
researcher (s) make? difference in the learning/development of future principals
#13 Strengthening Leadership preparation to meet the challenge of leading for

learning in the digital age: recommendations from alumni (ISSN 1064-4474 2015)
Article Title
What was studied? how well the graduate program of a west coast university prepared
their graduates for leadership roles in the digital age
What methodology two phased mixed methods; phase one electronic surveys to collect
was used? data from alumni graduates of masters in principal prep and phase
two-face-to-face interviews of sitting principals who are graduates of

this program. This is based on phase one.
How was the data Based on professional positions, years in teaching type of school
analyzed? grade level of school all compared to the CCTC- California
commission on teacher credentialing standards
What did the That the majority of respondents felt that the ELPS-educational
researcher (s) find? leadership and policy studies program provided the leaderships skills
required in each area but not necessarily technology
What conclusions did The alumni felt that they could have been provided with more
the researcher (s) technology training to sustain them in the digital age
make?
Article Title #14 Professional preparation of academic technology leaders for

higher education
What was studied? The lack of graduate programs for the educational technology leader
What methodology Observation and survey

was used?

analyzed?
What did the With the rapidly changing world of technology the educational
researcher (s) find? administrator canno keep up
What conclusions did The roles of academic technology leaders are crucial
the researcher (s)
make?
Article Title #15 High school administrators perceptions of their technology

leadership preparedness (doi:10.5897/ERR2014.1858)
What was studied? the perceived technology leadership level of school administrators
What methodology survey

was used?
How was the data descriptive statistics

analyzed?
What did the That the school administrators were very efficient in technology
What conclusions did significant differences between administrators who participated in the
the researcher (s) course and administrators who did not
make?
Article Title #16 Educational Leadership and Technology Integration: an

investigation into preparation, experience and roles
What was studied? The requirements of school administrative leaders by state
What methodology On-line questionnaire, survey developed to identify skills, knowledge

was used? and practices
How was the data Demographics and survey responses

analyzed?
What did the School administrators are attempting to remain up to date with
researcher (s) find? integration technology
What conclusions did The information gave insight into the way in which school leaders are
the researcher (s) accomplishing their goals
make?
Article Title #17 Integrating Innovations
What was studied? innovative strategies to provide better learning opportunities
What methodology n/a opinion paper

was used?

analyzed?
What did the there is no collaborative effort in merging the innovative strategies
researcher (s) find? together
What conclusions did The generating of ideas is great but the integration is greater and
the researcher (s) making a collection of ideas work together (collaboration)
make?
Article Title #18 Detecting the signal in the noise
What was studied? The complex nature of the field of educational technology
What methodology n/a opinion

was used?

analyzed?
What did the States that for technology to be meaningful it must be used properly
What conclusions did to be meaningful, technology must be used as a tool. a tool of

the researcher (s) collaboration, a tool of accessibility, creativity and coginition
make?
Article Title #19 Rethinking the technology Integration challenge: Cases from
three urban elementary schools
What was studied? case studies were conducted of Three urban elementary schools given
the same resources from a local college
What methodology Qualitative research methods: participant -observer field notes, journal
was used? entries, interviews with school personnel
How was the data technology integrations with alignment of curriculum, teacher
analyzed? leadership and technology recognition
What did the All three principals were on board with technology, all displayed
researcher (s) find? leadership skills
What conclusions did All three schools did something different with the identical resources.
the researcher (s)
make?
Article Title #20 From Ground to Distance: the Impact of Advanced Technologies
on an innovative school leadership program
What was studied? The ICP(Innovative classroom based program) framework and criteria
becoming the content core for the BOP (Blended online program)
What methodology Reflection journals and Digital portfolios, qualitative inquiry

was used?
How was the data A built in rubric of the student participation was in the e-portfolio
analyzed? with limited access by university only
What did the The public accountability increased quality of work

What conclusions did the core values were maintained in the transfer of ground to
the researcher (s) distance
make?
Literature Review
As a school leader, school administrators are obligated to keep up with the rapidly changing
world of information technology. The key to successful integration of technology in
schools/learning environments is school leadership. Their expertise in technology has become
an essential administrative prerequisite(Donlevy, 2004 p. 214). In their research, Hayashi and
Fisher Adams (2013) discovered that, a teachers personal use of technology, teaching courses
and interacting with students was largely self taught and not an integrated part of the established
coursework (Hayashi, 2015, p.52). Ones individual use of technology tools is often telling as
to how much technology will actually be used in a classroom. In 2007, a study(Hess & Kelly)
was conducted about university preparation programs for principals to determine what they were
being taught in their graduate programs. It found that principals were receiving limited training
in the use of technology in the instructional content of their coursework. (Hayashi,2015, p.53) If
a leader does not have any kind of background knowledge on the how-tos of technology, how
will they be able to fulfill their role as technology integration advocate? Taking on the role of
technology leader is twofold. As self- driven as it might be, a major component of technology
leadership is how they will motivate teachers to learn, use and implement technology into their
curriculum.(Beytekin, 2014, p.442) Without a school leaders knowledge and understanding of
technology, implementation of technology is very challenging especially if the leader does not
understand the potential of the technology integration. The competence of a school leader is
going to affect their teachers , students and curriculum. Technology competencies have become
fundamental goals of effective schools(Testerman et al, 2011 p.60). From the literature
reviewed for this research paper, the implication is that graduate programs for school
administrators, while very good for the most part, lack a technology piece in the academic puzzle
that becomes the advanced degree of the school administrator. Given the role of technology in
student achievement, a greater emphasis should be placed on the training and preparation of
school administrators in its usage.
Analysis, Synthesis & Evaluation
With such an enormous emphasis on technology, high standards, and core competencies,
graduate programs for school administration should be placing a greater emphasis on the
importance of technology preparation for the school leaders of tomorrow. This appears to be a
universal problem which the authors of the articles brought up in their respective research. The
general consensus was that more principal preparation programs had to integrate technology
information into their curriculum. . This is not to say that school leaders must be Experts in
technology but, they should have some formal training in the basics.
In each article, some level of educational leadership was studied. Whether it was higher
education or secondary education, each article stressed the importance of educational technology
integration and preparing the leaders for it. The methodology used in gathering information was
qualitative (interviews and short answers) and quantitative (pilot studies and validity surveys).
The avenues through which data was analyzed varied. Everything from student reflection papers,
to descriptive statistics and observations, were used in data analysis.
In all of the articles, the authors were in mutual agreement about the fact that administrators were
excited about technology and the positive role that it plays in the learning environment.
According to the research, many of the administrators are somewhat efficient in technology but
not through any formal training or classes. In a few of the articles, it was stated that this
knowledge was self-taught not university generated.. Many of the findings discuss the attempts
of administrators to remain up to date on technology but many, fall short as a result of their lack
of experience with technology.
Almost all of the research indicated that training in technology through professional
development classes is lacking. Some of the articles discussed the usage of online classes for
principals to get a better understanding of technology. This seemed liked a great idea, because it
was almost like killing two birds with one stone. The fact that the classes were on-line had the
future leaders diving head on into technology. Other articles simply stated that more research
was needed and, I must contend with this statement. It was a challenge trying to locate specific
articles from the variety of on online databases that we have at our fingertips. As mentioned in
my abstract and introduction, specific articles on principal preparation in the field of technology
were hard to come by. It would be very useful to gather more data on this particular subject.
Conclusion
While innovative technology has taken the world of education by storm, the fact still remains
that the administrative school leaders are lacking in their technology foundations. As leadership
is an all encompassing role, technology integration is a facet of this role. Preparation and
training for school administration, should include more courses in technology. As a key player
in the school community, leading by example is of the utmost importance. Being a well-rounded
leader encompasses much of this role but, being a leader in the integration of technology is the
secret to a successful learning environment for students, teachers and administrative leaders.
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KFCarr Graduate Programs: Preparing School Administrators in Educational Technology

Kathleen Finn Carr

of Leadership is an all encompassing one in relation to the day-to-day operations of a school.

comfortable in utilizing these technologies. Educational Technology is a relatively new field

technology integration for school administrators.

Educational Leadership, School Administration, Technology Integration, University Leadership

is A head teacher (also known as school principal, headteacher, headmaster,

most senior teacher, leader, and manager of a school.(retrieved from-

https://en.wikipedia.org/wiki/Head_teacher) As such, principals are expected to convey strong

important aspect of professional practice for aspiring school administrators(Donlevy, 213

technology tools in their daily responsibilities. If there is to be universal implementation of

developmental lag, innovative technology practices will likely be unrealized(Testerman et al,

Article Title # 1 Basic Technology Competencies of Educational Administrators

What methodology Cross sectional survey

How was the data Basic technology competencies

What conclusions did If educational leaders continue to demonstrate developmental lags in

Article Title #2 The role of the administrator in instructional technology policy

What methodology n/a

How was the data n/a

What did the n/a

What conclusion(s) n/a

Article Title #3Technological Competence:Training Educational Leaders

What was studied? What, if anything, contributes to the successful integration of

What methodology Survey (follow-up)

Article Title #4 E-Leadership of School Principals: Increasing School

What methodology semi structured interviews with 8 principals, a ministry of education

Article Title #5 Collaborative Leadership development with ICT experiences

are valued as leadership tools and and the ever-changing technology

How was the data analysis of documents and websites

What did the Importance of supportive school leadership for successful

Article Title #6 Relationship between technology leadership strategies and effectiveness of

What was studied? The level of technology in 323 Taiwanese schools

Article Title #7 Change in University-Based Programs of Educational Leadership: How

How was the data Through descriptive and inferential statistics

What conclusions did the

Article Title #8 Integrating Technology: The Principals Role and

Article Title #9 Technology Integration and Technology Leadership in schools as

How was the data SPSS-Statistical package for social science

What was studied? The TSSA-technology standards for school administrators

What methodology A sample

What methodology mixed method interviews and surveys

What did the that these individuals were ethical leaders

What conclusions did Every participant was an ethical leader

#13 Strengthening Leadership preparation to meet the challenge of leading for

two-face-to-face interviews of sitting principals who are graduates of

Article Title #14 Professional preparation of academic technology leaders for

What methodology Observation and survey

How was the data n/a

Article Title #15 High school administrators perceptions of their technology

What methodology survey

How was the data descriptive statistics

Article Title #16 Educational Leadership and Technology Integration: an

What was studied? The requirements of school administrative leaders by state

What methodology On-line questionnaire, survey developed to identify skills, knowledge

How was the data Demographics and survey responses

researcher (s) find? integration technology

Article Title #17 Integrating Innovations

What was studied? innovative strategies to provide better learning opportunities

What methodology n/a opinion paper

How was the data n/a

Article Title #18 Detecting the signal in the noise

What methodology n/a opinion

How was the data n/a