High school principals’ practices concerning technological competencies in the selection criteria for potential teachers

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Date
2015
Journal Title
Journal ISSN
Volume Title
Publisher
University of Alabama Libraries
Abstract

Technology is continuously evolving and schools are directly impacted by these changes. As outlined in the National Educational Technology Plan (NETP, 2014), technology is at the core of our daily lives and work and teachers should utilize technology purposefully in all classrooms to provide engaging and powerful learning experiences. The classroom teacher represents the most critical component in implementing technology initiatives and technology standards. Therefore, hiring technologically competent teachers remains an essential focus for school districts (United States Department of Education, 2014). Sciarappa and Blau (2009) believe that the teacher hiring process can serve as a turning point in a school’s future. Therefore, the purpose of this multisite case study was to investigate high school principals’ practices concerning technological competencies in the selection criteria for potential teachers. The researcher investigated and interpreted the principals’ practices concerning technological competencies in the selection criteria for potential teachers at nine different secondary schools in two school systems. Qualitative methodologies were used to triangulate the data in this study. Data revealed secondary school principals identify a potential teacher’s knowledge of technology and the ability to integrate technology within the classroom setting as important components for all teachers to possess. Furthermore, the data in this study revealed that principals recognized the importance of providing a comprehensive evaluation to assess a potential teacher’s knowledge of technology and ability to integrate technology within the selection criteria.

Description
Electronic Thesis or Dissertation
Keywords
Educational technology, Educational leadership, Educational administration
Citation