An exploratory study of Alabama district technology coordinators: their duties and the various pathways to acquiring the position

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dc.contributor Asbury, David T.
dc.contributor Atkinson, Becky M.
dc.contributor Bain, Connie D.
dc.contributor Benson, Angela D.
dc.contributor.advisor Rice, Margaret L. Collum, Peggy Turley 2017-03-01T17:39:28Z 2017-03-01T17:39:28Z 2015
dc.identifier.other u0015_0000001_0002198
dc.identifier.other Collum_alatus_0004D_12528
dc.description Electronic Thesis or Dissertation
dc.description.abstract This study explored Alabama District Technology Coordinators’ various pathways to becoming a district technology coordinator and how these pathways influenced their role and responsibilities. Qualitative methods were used to conduct the study. Participating District Technology Coordinators were surveyed and interviewed. Ten themes emerged from the participant interviews: guidance from others, pioneer, life-long learner, initiative to train others, hands-on technical duties, team size, multiple titles, change embracer, perception of duties, and team building. Additionally, three main concepts can be derived from the data gathered: a) a review of the data indicates there is a disparity in the pedagogical duties of those District Technology Coordinators who initially have technology training as opposed to those with initial pedagogical training, b) the initial training realm seems to have an effect on the person’s personnel skill preferences, even after additional training in the pedagogical realm, and c) those participants who subsequently earn educational administrative degrees, after initial technology training, seem to place a greater value on pedagogy than those who did not. The findings of the study may be valuable to superintendents and their boards in understanding the District Technology Coordinator position and evaluating candidates for the Technology Coordinator position. Current District Technology Coordinators may utilize the results in planning technology implementation and integration for their systems and themselves. Persons interested in the District Technology Coordinator career choice may gain insight into the specifics and changing responsibilities of this leadership position. In addition, the results may give information for guidance to state departments of education in providing resources for District Technology Coordinators and setting job description specifics for certification. Most system level positions require administrative certification. If District Technology Coordinators have technology administrative certification, the significance of the duties and responsibilities could gain recognition.
dc.format.extent 135 p.
dc.format.medium electronic
dc.format.mimetype application/pdf
dc.language English
dc.language.iso en_US
dc.publisher University of Alabama Libraries
dc.relation.ispartof The University of Alabama Electronic Theses and Dissertations
dc.relation.ispartof The University of Alabama Libraries Digital Collections
dc.relation.hasversion born digital
dc.rights All rights reserved by the author unless otherwise indicated.
dc.subject.other Educational technology
dc.subject.other Educational administration
dc.subject.other Education
dc.title An exploratory study of Alabama district technology coordinators: their duties and the various pathways to acquiring the position
dc.type thesis
dc.type text University of Alabama. Dept. of Educational Leadership, Policy, and Technology Studies Educational Leadership, Policy, and Technology Studies The University of Alabama doctoral Ph.D.

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