No School Left Behind: How school leadership and organizational factors can facilitate or inhibit adoption of instructional technology

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Osborne, J., Costello, A., Shattuck, D. & Datta, A. (2004). No School Left Behind: How school leadership and organizational factors can facilitate or inhibit adoption of instructional technology. In R. Ferdig et al. (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2004 (pp. 1339-1345). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/13661.

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Conference Information

Society for Information Technology & Teacher Education International Conference (SITE) 2004
Atlanta, GA, USA
2004
ISBN 1-880094-52-5
  Richard Ferdig, Caroline Crawford, Roger Carlsen, Niki Davis, Jerry Price, Roberta Weber & Dee Anna Willis
AACE

More Information on SITE
Table of Contents

Authors

Jason Osborne, Anna Costello, Dominick Shattuck, Anasuya Datta, North Carolina State University, USA

Abstract

The 21st century will bring increasing focus on instructional technology integration in the classroom. Many schools around the nation are still struggling to truly integrate and infuse instructional technology into the routine life of the classroom and make it a central part of the curriculum. The goal of this paper is to examine how the qualities of the school leaders and the social and professional environment of the school can either facilitate or inhibit the process of infusing technology into the classroom. The literature shows that specific leadership behaviors can greatly enhance the success of any organizational change effort, and also shows that leaders can further facilitate this process by encouraging certain social dynamics and processes among the faculty and staff in the school. Awareness of these issues can maximize the potential for positive outcomes when schools are undergoing any organizational change such as adoption of instructional technology.

Keywords

• Classrooms
• Schools
• Integration

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