How Distributed Leadership Facilitates Technology Integration: A Case Study of "Pilot Teachers"

Autor/in	Bingham, Andrea J.
Titel	How Distributed Leadership Facilitates Technology Integration: A Case Study of "Pilot Teachers"
Quelle	In: Teachers College Record, 123 (2021) 7, (34 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0161-4681
DOI	10.1177/016146812112300704
Schlagwörter	Participative Decision Making; Technology Integration; Educational Technology; Blended Learning; In Person Learning; Electronic Learning; High School Teachers; Urban Schools; Program Effectiveness; Faculty Development; Barriers; Charter Schools; Teacher Role; Program Development + Suchen Sie Ihr Suchwort? Unterrichtsmedien; High school; High schools; Teacher; Teachers; Oberschule; Lehrer; Lehrerin; Lehrende; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Charter school; Charter-Schule; Lehrerrolle; Programmplanung
Abstract	Background/Context: Schools and teachers are under immense pressure to adopt technology as a mechanism of educational equity. As such, it is important to understand what school-level practices can support more meaningful technology integration in classrooms. This is especially critical in a time (during the COVID-19 pandemic) when digital learning has been forcibly implemented nationwide, and scholars are voicing concerns that educational organizations' choices about technology now may lead to lasting issues of power and control, new forms of student inequity, and other unexpected effects. Purpose/Objective/Research Question/Focus of Study: This study examines a blended personalized learning school--a school designed to offer a combination of computer-based learning experiences and face-to-face instruction--to demonstrate how leaders can help teachers integrate technology into their classrooms in a meaningful and sustainable way. The research question is: What school practices support teachers to successfully incorporate technology into the classroom? Setting: The research site is Binary High School, a personalized learning charter high school in a large urban area that primarily serves historically disadvantaged students. Participants: The participants include the content teachers in Grades 9--11, as well as the school founder, the principal and assistant principal, the student services coordinator, data analysis coordinator, and the IT director. Research Design: This research stems from a three-year qualitative case study of a high-tech personalized learning charter high school. I conducted 37 interviews with teachers, students, staff, and administrators and observed dozens of classes, several parent nights, and many professional development meetings and staff meetings. I also collected hundreds of physical and digital documents. Findings/Results: The pilot teacher program supported technology integration and showed how distributed leadership practices--specifically, providing opportunities and building capacity for a more collaborative, horizontal leadership structure, supporting teacher professionalization, and sharing the responsibilities for leadership across stakeholders at multiple levels--can support technology-driven educational initiatives. Conclusions/Recommendations: For schools interested in technology-based instructional models, a pilot teacher program similar to the one described in this article may be worth exploring. More generally, adopting a distributed perspective of leadership and drawing on practices that exemplify that perspective can help to engage teachers in schoolwide technology integration and classroom reform. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01