Preparing School Administrators To Lead Technology Rich Professional Learning Communities In The Digital Age

Simple item page
dc.contributor.advisorMaiden, Jeff A.
dc.creatorBranch, Mary Grace
dc.date.accessioned2019-06-03T20:35:52Z
dc.date.available2019-06-03T20:35:52Z
dc.date.issued2011
dc.description.abstractThis study explores the coaching experiences of educational administrators in an attempt to gain greater understanding of how they develop the necessary skills to implement, lead, and support technology rich professional learning communities (PLCs). Participants came from a mix of urban, rural, and suburban school districts. Using semi-structured interviews and qualitative thematic analysis, the researcher examined what these administrators perceive as the most important factors in developing skills to lead technology rich PLCs from the perspectives of the participants and the cluster coaches who mentor them. Three primary themes emerged from the data; the strength of network learning, the utilization of technology as a form of communication in a professional learning community, and the constructivism of leadership.
dc.format.extent203 pages
dc.format.mediumapplication.pdf
dc.identifier9942094902042
dc.identifier.urihttps://hdl.handle.net/11244/320226
dc.languageen_US
dc.relation.requiresAdobe Acrobat Reader
dc.subjectSchool administrators--In-service training
dc.thesis.degreePh.D.
dc.titlePreparing School Administrators To Lead Technology Rich Professional Learning Communities In The Digital Age
dc.typetext
dc.typedocument
ou.groupJeannine Rainbolt College of Education::Department of Educational Leadership and Policy Studies

Files

Original bundle
Now showing 1 - 1 of 1
Thumbnail Image
Name:
Branch_ou_0169D_10588.pdf
Size:
2.14 MB
Format:
Adobe Portable Document Format
Download

Collections

OU - Dissertations