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Record identifier : 565910
Personal Name - Primary Intelectual Responsibility : Romano, Frank, III
Title and statement of responsibility : An investigation of educational technology sustainability factors in public schools and their alignment with the New Jersey School Technology Survey items [Thesis]
Publication, Distribution,Etc. : Seton Hall University, 2005
Language of the Item : eng
Dissertation of thesis details and type of degree : Ed.D
Body granting the degree : , Seton Hall University
Summary or Abstract : This qualitative study provides guidelines for sustaining technology in schools. Within the context of this study, sustainability was defined as effective technology prescription, integration, and assessment. The study concisely captured pertinent factors as they relate to school leaders, helping them to more easily recognize actions that would facilitate success and actions that would breed failure in their organizations. The study was guided by three questions that directed three specific phases of inquiry: The first of three questions led the researcher to synthesize the salient factors, recognized in this study as the 10 Sustainability Factors. Those were respectively: Vision and Mission through Leadership, Creative EdTech Funding, Professional Development, Technical Support, Authentic EdTech Assessment, Technology Integration through Literacy, Digital Content, Agent Access to Technology, Sharing EdTech Practices, and Connectivity. The literature elevated Leadership as the primary factor that affected integrating and sustaining technology in an organization. The second question led to a careful analysis of each of the 29 objective items on the 2003 New Jersey School Technology Survey. The results were arranged in two formats, Factors by Survey Items and Survey Items by Factors. The researcher discovered sustainability areas that ranged from heavy to moderate to absent coverage. Vision and Mission through Leadership, Technology Integration through Literacy, Agent Access to Technology, and Connectivity were surveyed heavily by the State instrument. Professional Development, Technical Support, Authentic EdTech Assessment, and Digital Content items were present on the State's instrument but not to any great degree. Creative EdTech Funding and Sharing EdTech Practices held little and no presence on the NJ Survey instrument. The third question led to a series of Pearson's Chi-square crosstabs analyses of New Jersey Public School Survey Item 2a-Does district have a technology coordinator/director-against each of the other 28 objective items, including their subcategories. The 27 statistically significant findings revealed differences between the observed and the expected counts in the "No" column. They supported a deficit in some aspect of integrating and sustaining technology in light of the absence of a district coordinator/director of technology..
Topical Name Used as Subject : educational technology
Information of biblio record : TL
 
 
 
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