No full-text available
To read the full-text of this research,
you can request a copy directly from the author.
Selling a School Technology Budget
Abstract
A New Jersey high school administrator explains how he kept the school board from slashing the educational technology budget. A committee of administrators, teachers, parents, and students had students videotape computer and other activities and present the videotape at a board meeting. By targeting outdated equipment, the committee obtained adequate funding. (MLH)
... Czarnomski (1996) andVanSciver (1994) propose that the technology committee develop a mission statement for technology use, identify technology needs, oversee the technology budget, and plan staff development and training around technology. A technology committee also may help to mobilize broad support for the technology program (Musco, 1995). ...
This report examines the relationship between school leadership and effective utilization of technology. As an aid to identifying a wide variety of technology policy decisions, a taxonomy of educational technology leadership decisions was constructed. Decisions that pertain primarily to the infrastructure are distinguished from those that deal primarily with instructional processes, although many decisions apply to both. The taxonomy divides decisions into six functions: strategic planning, goal setting, vision and vision sharing; budgeting and spending; organizational structure and processes; curriculum; program evaluation and impact assessment; and external relations and ethical issues. Before analyzing each of these six types of decisions, the distinction between the administrator and the teacher as leaders is considered. This discussion examines decision making mostly from the standpoint of the administrators, including principals, technology coordinators, and others in administrative roles. The national probability sample of schools consisted of 898 public, private, and parochial schools. Survey findings in this report are organized in three parts. The first section gives percentages for all United States schools that have adopted technology-related policies and what proportion of schools possess different technology leadership characteristics. Next, technology leadership is broken down by school demographic factors, examining which types of schools have more or less technology leadership. Finally, one aspect of the technology leadership model (that shows technology leadership to be influenced by background factors such as type of school and by infrastructure factors such as amount spent on technology) is tested, specifically, the relationship between technology leadership and technology integration. (Contains 24 references.) (AEF)
Now is a time of rapid technological changes. These changes are inevitably felt in schools as multimedia technologies are introduced into the classroom. The case study reported in this article examines the teaching and learning impact of technology from the perspective of students participating in a long-term study of technology implementation. The study is situated within the context of the Technology-Enhanced Secondary Science Instruction (TESSI) project, a longitudinal, field-based research program of technology integration into secondary science classrooms. The article describes the technological and pedagogical impacts that emerge from the interplay between the implemented technologies and the social milieu of the classroom. The voices and multiple perspectives of students provide the focus for this study. © 1998 John Wiley & Sons, Inc. Sci Ed82:569–589, 1998.
ResearchGate has not been able to resolve any references for this publication.