The challenges of the emerging use of technology in schools: an analysis of a selected urban school system in Georgia
This study analyzed how technology leadership and technology integration impact technology literacy by analyzing technology scores of selected eighth grade students from selected Atlanta City Schools. Because levels of technology proficiency for eighth grade students is a mandated expectation at national and state levels, this study focused on the expectations and improvement aspects of technology literacy for students. The major purpose of this mixed methods study was to reflectively analyze and describe the technology initiatives undertaken by the selected schools and students under study. The research design and approach were, in part, case study oriented but considered more descriptive in nature with quantitative analysis of data an essential aspect. A population of eight schools, 106 teachers, eight media specialists, and five technology specialists responded to surveys based on technology integration and/or technology leadership. Five years of standardized eighth grade technology literacy data along with qualitative and quantitative survey data provide findings that could prove useful for district and individual school analysis. In addition to a summary and discussion of findings from the research, an action plan was created to further aid the district in improving teacher and student technology competence. Resources were identified and recommended for use as a means to continue academic achievement in the area of technology literacy for eighth grade students.