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The Influence of Principals' Technology Training on the Integration of Technology into Schools
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, The University of Tennessee - Martin, United States ; , Neville High School, United States

Society for Information Technology & Teacher Education International Conference, in Albuquerque, New Mexico, USA ISBN 978-1-880094-47-1 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

The purpose of this study was to investigate whether technology training received by principals influences the integration of technology into classrooms. The study examined the levels of technology integration into the schools' curricula with regard to the amounts and types of technology training received by K-12 school principals. The level of technology integration was also examined with regard to the following demographics: age, sex, and principal's years of administrative experience, school size and level. Statistical significance was found for amounts and types of technology training principals received, indicating that each can possibly influence levels of integration into a school?s curricula. Data showed the age of the principal significantly influences technology integration into the curriculum.

Citation

Rakes, G. & Dawson, C. (2003). The Influence of Principals' Technology Training on the Integration of Technology into Schools. In C. Crawford, N. Davis, J. Price, R. Weber & D. Willis (Eds.), Proceedings of SITE 2003--Society for Information Technology & Teacher Education International Conference (pp. 2134-2137). Albuquerque, New Mexico, USA: Association for the Advancement of Computing in Education (AACE). Retrieved July 21, 2019 from .

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