A qualitative analysis of the integration of technology at the school district level in terms of the Technology Leadership, Management, and Policy Pyramid: A theoretical model developed by Dr. John Collins through the perceptions of technology-using teachers
The purpose of this study was to analyze the integration of technology at the school district level in terms of Collins' (2009) Technology Leadership, Management, and Policy Pyramid. This pyramid has the following, three sides: Organizational Integration Activities, Maintenance Activities, and Planning Activities. According to this conceptual framework, schools need to utilize all of the components of the pyramid simultaneously with committed leadership in order to see improvement and attain excellence in the area of technology integration. This research study addressed the following question: How do elementary, middle, and high school teachers perceive the integration of technology in their district in terms of Collins' (2009) Technology Leadership, Management, and Policy Pyramid?
This research was conducted in a school district in Essex County with a District Factor Group, DFG, of J. The researcher used a qualitative approach in the form of focus group interviews to gather data on the integration of technology at the school district level. Three focus groups were used based on teaching levels, and a predetermined question route was used in each group that consisted of fifteen questions. The discussions were recorded, and transcripts were prepared for analysis of the interviews. The data was collected during the time period of May–June of 2008.
It was determined that the majority of the teachers appeared pleased with the integration of technology in their district; however, they recognized that improvements are needed in certain areas. The district is doing a great job in providing organizational integration and maintenance activities, but improvements must be made in the area of planning activities. Leadership is present in this district in terms of technology integration, but improvements are needed in this area to make the integration process stronger in providing organizational integration, maintenance, and planning activities. The information revealed through this study can be of value to other districts that are in the process of technology integration.
0530: Teacher education
0710: Educational technology