Technology use in schools has not met the expectations of government leaders and educators. Researchers have shown that teachers use technology to improve productivity; however, technology is underutilized in instruction. The purpose of this study was to document and analyze successful experiences of technology specialists, establishing a researched-based approach to technology integration in schools. Research questions focused on how technology specialists overcame barriers to success. Eighteen technology specialists in a school district in the Southeastern United States were asked to participate in the study by responding to an initial survey that was conducted to determine educational and professional characteristics and experiences of technology specialists, and to obtain brief descriptions of successful implementation of technology. Next, in-depth interviews were conducted with 7 of the participants. Interview data were analyzed based on Moustakas' (1994) phenomenological methods of listing and preliminary grouping, reduction, and elimination; all data were considered, grouped by research questions, and formulated into themes that identified common elements of success. Findings were that the roles of technology specialists are expanded beyond just providing training and support, but include assisting administrators in creating visions for technology, coauthoring technology rich lesson plans with teachers, generating audience-specific technology courses, making complex applications simple, and conducting research to explore new ways to use technology. This study leads to positive social change by defining the technology specialist's role in a way that leads to success, increases technology use, and facilitates improved student achievement.
展开▼
