{"id":10958,"date":"2024-03-19T09:21:09","date_gmt":"2024-03-19T13:21:09","guid":{"rendered":"https:\/\/tpack.pages.wm.edu\/?p=10958"},"modified":"2024-03-19T09:21:09","modified_gmt":"2024-03-19T13:21:09","slug":"10958","status":"publish","type":"post","link":"https:\/\/tpack.org\/tpackrefs\/archives\/10958","title":{"rendered":""},"content":{"rendered":"\n

Cardenas-Rubio, A. (2023). Perspectives on educational technology integration from district and school leaders before, during, and after the lifting of the COVID-19 pandemic restrictions <\/em>(Publication No. 2928491588) [Doctoral dissertation, The University of Texas Rio Grande Valley]. ProQuest Dissertations & Theses Global. <\/p>\n\n\n\n

Abstract:<\/p>\n\n\n\n

“The\u00a0integration\u00a0of\u00a0educational\u00a0technology\u00a0is pivotal in enhancing classroom instruction.\u00a0School\u00a0administrators must possess a clear vision and\u00a0the\u00a0necessary skills to leverage emerging\u00a0technologies\u00a0effectively (Yu & Prince, 2016). This mixed methods research study explores trends, challenges, and experiences related to\u00a0educational\u00a0technology\u00a0leadership throughout\u00a0the\u00a0COVID-19\u00a0pandemic. Employing an autoethnographic approach and survey data,\u00a0the\u00a0study aligns with\u00a0the\u00a0Future Ready Framework’s seven interconnected components: curriculum, instruction, and assessment; personalized professional learning; budget and resources; use\u00a0of\u00a0space and time; robust infrastructures; data and privacy; and community partnerships.\u00a0The\u00a0narrative provides insights into a\u00a0district\u2019s\u00a0leader\u2019s\u00a0decade-long journey, contextualizing each component through personal leadership experiences.<\/p>\n\n\n\n

The\u00a0study also examines gender\u00a0perspectives\u00a0in\u00a0educational\u00a0technology\u00a0leadership, highlighting how background factors influence\u00a0the\u00a0viewpoints\u00a0of\u00a0educational\u00a0leaders. Additionally, it assesses\u00a0the\u00a0professional development needs\u00a0of\u00a0educational\u00a0leaders\u00a0and their peers in relation to effective\u00a0technology\u00a0integration. Survey responses\u00a0from\u00a0educational\u00a0leaders\u00a0during\u00a0various phases\u00a0of\u00a0the\u00a0pandemic\u00a0offer diverse insights. This research identifies\u00a0the\u00a0barriers faced by\u00a0educational\u00a0leaders\u00a0in integrating\u00a0technology\u00a0before,\u00a0during, and\u00a0after\u00a0the\u00a0COVID-19\u00a0pandemic.<\/p>\n\n\n\n

Lived experiences and survey findings reveal common themes in the challenges and opportunities encountered by educational leaders when implementing educational technology. These findings emphasize the need for visionary leadership, professional development, and effective budget management. They also illustrate how the zone of proximal development aided a district leader in navigating the educational technology landscape. The Future Ready Framework, presented in this study, provides educational leaders with a navigational tool to understand and apply interconnected strategies that support educational technology. Its ultimate goal is to prepare students to contribute effectively to the ever-changing world of technology. The combination of the Future Ready Framework and this mixed methods research offers insights into how to leverage technology to meet the needs of learners and communities.”<\/p>\n","protected":false},"excerpt":{"rendered":"

Cardenas-Rubio, A. (2023). Perspectives on educational technology integration from district and school leaders before, during, and after the lifting of the COVID-19 pandemic restrictions (Publication No. 2928491588) [Doctoral dissertation, The University of Texas Rio Grande Valley]. ProQuest Dissertations & Theses Global. Abstract: “The\u00a0integration\u00a0of\u00a0educational\u00a0technology\u00a0is pivotal in enhancing classroom instruction.\u00a0School\u00a0administrators must possess a clear…<\/p>\n

Continue reading<\/span><\/a><\/div>\n","protected":false},"author":1,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[14,7],"tags":[29,47,57,195,485,1432,1482,1901,1914,1915],"coauthors":[2302],"class_list":["post-10958","post","type-post","status-publish","format-standard","hentry","category-empirical-research","category-dissertation","tag-leadership","tag-covid-19","tag-survey","tag-zone-of-proximal-development","tag-professional-development","tag-pandemic","tag-barriers","tag-gender-perspectives","tag-future-ready-framework","tag-autoethnographic","entry"],"_links":{"self":[{"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/posts\/10958","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/comments?post=10958"}],"version-history":[{"count":0,"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/posts\/10958\/revisions"}],"wp:attachment":[{"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/media?parent=10958"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/categories?post=10958"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/tags?post=10958"},{"taxonomy":"author","embeddable":true,"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/coauthors?post=10958"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}