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, principal’s years of administrative experience, school size, and grade level. Statistical significance was found for amounts and types of technology training principals received, indicating that each can influence levels of integration into a school’s curricula. Data showed the age of the principal also influences technology integration into the curriculum.

The Influence of Principals' Technology Training on the Integration of Technology into Schools

This work is a compilation of previously written articles on strategies and suggestions suitable for those teachers and school administrators who want to understand why technologies may not be used equally by all teachers and also for those who want to enhance the integration of the new technologies into successful teaching and learning environments. The author draws upon his many years of teaching and school administration (see the authors resume at http://fno.org/JM/resume.html ) to offer insights into and examples of the use of information technologies by teachers. The style is informal with pithy titles followed by short bursts of information and comment served up with cliche and mixed metaphor. On the one hand, if read too quickly, it is a just-too-fast conveyor belt of cute sayings. On the other hand, if read at a more leisurely pace, it leaves many detailed process questions unanswered.

How teachers learn technology best.

Computer-assisted Instruction

Learning object repositories (LORs) have the potential to improve education at the primary school level. However, for various reasons, primary educators are not effectively using LORs. Two of the most common reasons are interface design and time. The goal of this research was to learn more about what will make primary educators use LORs: a better interface or more free time. Data were collected from 37 participants divided into two groups (control and experimental). Data were assessed for significance using Multivariate Analysis of Variance, resulting in a significant main effect indicating that primary educators need additional time more than a better interface.

What Will Make Primary Educators Use LORs: A Better Interface or More Free Time?

/pdf/technology-proficiency-among-k-12-award-nominated-teachers-31htfu5cob.pdf

Technology Proficiency Among K-12 Award-Nominated Teachers in Tennessee: A Survey of Teachers

Past, Present and Future: Development of an Online Lesson Plan Database

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Technology Proficiency Among K-12 Award-Nominated Teachers in Tennessee: A Survey of Teachers

Past, Present and Future: Development of an Online Lesson Plan Database