Self-Directed Learning and Technology Adoption by Principals

Autor/in	Taylor, Travis F.
Titel	Self-Directed Learning and Technology Adoption by Principals
Quelle	(2019), (197 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Walden University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-4389-4580-7
Schlagwörter	Hochschulschrift; Dissertation; Independent Study; Technology Integration; Principals; Adoption (Ideas); Elementary Secondary Education; School Administration; Educational Technology; Arkansas + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Selbststudium; Principal; Schulleiter; Ideas; Ideenfindung; Unterrichtsmedien
Abstract	The changes in educational technology present challenges for K-12 principals leading students and faculty who are more engaged with classroom technology. The role of self-directed learning and how K-12 principals adopt the technology while leading the deployment and implementation of classroom technologies is not known due to a limited amount of empirical research. The purpose of this study was to investigate the relationship between technology adoption and self-directed learning by K-12 principals. Using the Unified Theory of Acceptance and Use of Technology as the theoretical framework, a quantitative cross-sectional study was designed. The survey instruments, Unified Theory of Acceptance and Use of Technology and Personal Responsibility Orientation Self-Directed Learning Scale were used to collect data from K-12 principals in the state of Arkansas. A regression and correlational analysis of the responses from 40 principals revealed a small positive but not statistically significant relationship between self-directed learning and technology adoption. The results also showed strong and moderate statistically significant correlations between the constructs of technology adoption and self-directed learning. The results from this research may provide a framework for pre-service and ongoing professional development of educational technology leadership. This study addresses positive social change by providing insight to administrators and bringing greater awareness to technology adoption. A greater awareness may increase their understanding of classroom technologies and may provide a foundation for better stewardship over public funds and purposeful engagement with students, parents, and the community. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01