Abstract
The educational technology research community documents that technology is not integrated into teachers’ classroom practices other than to reinforce or augment current practices (Becker, 2001; Cuban, 2001). Adopting technology at this level is called first-order change (Ertmer, 1999); the explanation the research community reaches is that teachers’ belief structure is incompatible with high-level technology integration (Cuban, 2001; Ertmer, 2005). This study explores another explanation for teachers’ reluctance to adopt technology integration – school leaders. Furthermore, this study outlines strategies a school leader must adopt to leverage his or her leadership position to increase technology utilization among the faculty.
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Shattuck, G. (2010). Understanding School Leaders’ Role in Teachers’ Adoption of Technology Integration Classroom Practices. In: Orey, M., Jones, S., Branch, R. (eds) Educational Media and Technology Yearbook. Educational Media and Technology Yearbook, vol 35. Springer, Boston, MA. https://doi.org/10.1007/978-1-4419-1516-0_2
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