Superintendent Conceptions of Institutional Conditions That Impact Teacher Technology Integration

Mitchell Shuldman
2004 Journal of Research on Technology in Education  
This article describes a study that examined the conceptions of three New Hampshire superintendents as to the institutional conditions they believe impact teachers' ability to integrate technology. Common thinking was found. They agree if integration is to be successful, teachers need a better understanding of how these technologies can be applied in instruction. They believe that multiple levels of leadership are essential, and they see lack of time and the public's hesitation to spend public
more » ... on to spend public monies on building teacher capacity as obstacles. (Keywords: technology integration, superintendents, institutional conditions.) 320 who feel either "well" or "very well" prepared to use technology and the 31% of teachers who rate themselves at LoTi Level 3 or higher are one and the same, as it is unlikely that a teacher who does not feel well prepared to integrate technology would then rate their technology use as leaning toward the sophisticated side of the integration continuum.
doi:10.1080/15391523.2004.10782418 fatcat:bwffdufsfnellpmtofxs4vtu7a