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Cherie Haydel Goins University of New Orleans

A Grounded Theory Approach to Explore Best Practices in Technology Savvy Principals’ Training and Development. Cherie Haydel Goins University of New Orleans. Introduction. Problem: Technology savvy leaders are needed to promote and support

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Cherie Haydel Goins University of New Orleans

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  1. A Grounded Theory Approach to Explore Best Practices in Technology Savvy Principals’Training and Development Cherie Haydel Goins University of New Orleans

  2. Introduction Problem: Technology savvy leaders are needed to promote and support successful and sustainable technology-enhanced learning environments in schools. Rationale/Significance for Study: Given the tremendous societal impact of digital technologies, they deserve a greater presence in the preparation processes of school leaders. Target Audience: This study is aimed at school and district administrators and professional development leaders.

  3. Introduction • Purpose Statement: • The purpose of this study is to identify and describe best practices in technology leaders’ training and development. • Research Questions: • What does effective technology leadership look like? • How are school leaders prepared for the facilitation and use of technology in schools? • Can theory be generated which describes how effective technology school leaders are developed?

  4. Approach selected • This study will be approached using a grounded theory design. The purpose of grounded theory (and of this study) will be to develop a theory for technology preparation and development for school leaders that is “grounded” in their viewpoints.

  5. Sampling and data collection • Study participants will be selected using stratified purposeful sampling measures. • This will illustrate characteristics of the subgroup of interest.

  6. Data analysis strategies Data collection steps: • Organize text and audio files into electronic folders • Transcribe audio files • Compose written descriptions of schools and participants involved in study • Data analysis will occur throughout the data collection period to inform new questions and observations

  7. Data collection methods Document review – Sample guiding questions What technology courses or training sessions have been offered and/or are currently available for school leaders? Is one of your district’s school improvement goals related to the issue of technology?

  8. Data collection methods Sample interview questions: How has your district prepared you with regards to the use of technology? How did your university or college prepare you with regards to the use of technology? How have you prepared yourself to use technology? How do you use technology on a daily basis? How did you learn those skills and processes? What is the general attitude among administrators with regards to technology?

  9. Data analysis strategies Procedures • Data managing- Prepare and review data collected • Reading and memoing - Code data to identify and highlight themes (no more than 50 codes, some of which may come from the literature) • Describing, classifying, interpreting - reduce data to organize and uncover categories, summarize • Representing - Articulate theory developed in a narrative generated from themes • Visualizing - Develop a visual diagram to illustrate theoretical model

  10. Validation Strategies • Member checking • Triangulation of Data • Survey • Observations • Interviews • Focus Groups • Peer review and debriefing • Literature review

  11. Ethical concerns • Researcher will use reflexivity and self-disclosure in the study to reveal her stance • Researcher will be honest about who she is, what her research is about, why she wants to talk with school administrators, and what she will do with the information.

  12. References Brockmeier, L., Sermon, J., and Hope, W. (2005). Principals’ Relationship with Computer Technology. NASSP Bulletin, 89, 45-63. Creswell, J. W. (2007). Qualitative Inquiry and Research Design: Choosing among five approaches. Sage: Thousand Oaks, CA Fishman, B., Gomez, L., and Soloway, E. (1999). New Technologies and the Challenge for School Leadership. A White Paper for the Joyce Foundation Wingspread Meeting: ‘Technology’s Role in Urban School Reform: Achieving Equity and Quality’. Fletcher, G. (2009). A Matter of Principals. T.H.E. Journal, v36 n5, 22-28. Levy, David L. (2000) "Applications and Limitations of Complexity Theory in Organization Theory and Strategy", in Jack Rabin, Gerald J. Miller, and W. Bartley Hildreth (editors), Handbook of Strategic Management, Second Edition (New York: Marcel Dekker) Marion, R. (2005). Leadership in education: Organizational theory for the practitioner. Long Grove, IL: Waveland Press. Chapter 13. Mcleod, S., Richardson, J. (2010). Dearth of Technology Leadership Coverage. The Journal of Schoool Leadership (proposed article) Strauss, A., & Corbin, J. (1998). Basics of qualitative research: Grounded theory procedures and techniques (2nd ed.). Newbury Park, CA: Sage. Yu, C., & Durrington, V. (2006). Technology standards for school administrators: An analysis of practicing and aspiring administrator' perceived ability to perform the standards. NASSP Bulletin, 90, 301-317.

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