The elements of successful district technology departments: A qualitative analysis of two school districts.

摘要

This study looked for trends within school districts, and the components of the district, that promote integration of technology into teaching practices. Three questions were asked: (a) What is the effect of education leadership on technology in schools and school districts? (b) What is the role of technical support and community support in the integration of technology in schools and school districts, including support for software? and (c) What is the effect of staff development on technology integration and pedagogical support in schools?;The qualitative research, using data collected in two school districts (a mix of high school and K-12) in southern California during the 2003-2004 school year, entailed an observational design using (a) examination of each technology department personnel job description, (b) a basic task analysis of the job of each technology department member, (c) an examination of professional development program offerings, and (d) an analysis of each district's technology plan.;District A was chosen based on citation by university professors as a positive example of school technology integration. District B was chosen because of its divergent path (including financial agreements with national companies), discovered during a presentation by the district superintendent showing a direction for the future.;This study concluded that a district needs (a) strong leadership, (b) technological support, (c) community support, and (d) staff development in order to successfully integrate technology into the district's curriculum and day-to-day operations.;Based on this study, recommendations for technology reform were: (a) strong leadership that uses technology and has a vision for technology integration, including technology as a line budget item for training, maintenance, and support; (b) training for teachers and leaders, by teachers and leaders from the district, on how to use and integrate technology into their teaching practices; (c) technical support, conducted in a timely manner, to keep technology operational, based partially at school sites and the district office level; and (d) community support of use of technology so that the community has an understanding of the purposes and potential of technology in schools, including the community in establishing and enforcing the technology vision.