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dc.contributor.authorDunn, Jason Wesleyen_US
dc.date.accessioned2015-05-12T21:10:02Z
dc.date.available2015-05-12T21:10:02Z
dc.date.created2015.en_US
dc.date.created2015en_US
dc.date.issued2015en_US
dc.identifier.urihttps://repository.tcu.edu/handle/116099117/8316
dc.descriptionTitle from dissertation title page (viewed Jun. 4, 2015).en_US
dc.descriptionIncludes abstract.en_US
dc.descriptionThesis (Ed.D.)--Texas Christian University, 2015.en_US
dc.descriptionCollege of Education; advisor, Jo Beth Jimerson.en_US
dc.descriptionIncludes bibliographical references.en_US
dc.descriptionText (electronic thesis) in PDF.en_US
dc.descriptionThe incorporation of technology into schools has a profound impact on students, educators, and leaders. There are a number of variables to consider when undertaking a district implementation. This study was aimed at understanding the experiences of a tablet initiative with a focus on leadership, benefits, drawbacks, and teacher perception. Leaders must contend with the guidance and vision of a technology change initiative along with school and district culture. Teachers have to adjust to a changing role, shifting from the source of information to a facilitator of learning. Students take on technology use in an educational context which can oppose the typical personal use of a mobile device. This qualitative study looked at three schools in the same feeder system within a district. The goal was to understand the experiences within each of these campuses as well as across them.^The experiences of staff, students, and leaders were shared through surveys, interviews, focus groups, and observations. Leaders at each campus expressed a desire to see students gain access to technology and information as well as higher engagement. Data also revealed an inability to articulate change goals from a number of staff. Overall a lack of growth toward district goals was found due to issues of uneven access, misuse, and a lack of understanding of frequently used terms. Teachers perceived the implementation as the future of education and a way to move towards a digital classroom. They also viewed professional development as necessary for success but perceived students as already "savvy" with technology while teachers were lagging behind. The study findings suggest a clear vision needs to be communicated by leaders along with a common understanding of frequently used vocabulary. As technology is incorporated into schools, uniform access to hardware is foundational.^Rethinking teaching practices with technology should also occur with emphasis on pedagogy and content. Information literacy should be taught consistently and student use of technology should be monitored. Future research should continue to explore the role of leadership, vision, effectiveness, and perceptions.en_US
dc.format.mediumFormat: Onlineen_US
dc.language.isoengen_US
dc.publisher[Fort Worth, Tex.] : Texas Christian University,en_US
dc.relation.ispartofTexas Christian University dissertationen_US
dc.relation.ispartofUMI thesis.en_US
dc.relation.ispartofTexas Christian University dissertation.en_US
dc.relation.requiresMode of access: World Wide Web.en_US
dc.relation.requiresSystem requirements: Adobe Acrobat reader.en_US
dc.subject.lcshEducational leadership.en_US
dc.subject.lcshTablet computers.en_US
dc.subject.lcshEducational technology.en_US
dc.subject.lcshSchool administrators Effect of technological innovations on.en_US
dc.subject.lcshEducational change.en_US
dc.titleTablet initiative [electronic resource] : goals, experiences, and outcomes /en_US
dc.title.alternativeRunning head :en_US
dc.typeTexten_US
local.academicunitCollege of Education
local.subjectareaEducation


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