Document Type



Doctor of Education (EdD)


Curriculum and Instruction

First Advisor's Name

Abbas Tashakkori

First Advisor's Committee Title

Committee Chair

Second Advisor's Name

Zhonghong Jiang

Third Advisor's Name

Mohammed K. Farouk

Fourth Advisor's Name

Kingsley Banya

Date of Defense



The use of technology in schools is no longer the topic of educational debates, but how to ensure that technology is used effectively continues to be the focal point of discussions. The role of the principal in facilitating the successful integration of technology in the school is well established. To that end, the Florida Department of Education implemented the a three-year professional development project in technology for school administrators. The purpose of this study was to investigate the effectiveness of this professional development project on integrating technology in elementary schools.

The study compared a group of schools whose principals have participated in the (FLN) program with schools whose principals have not participated in the program. The National Technology Standards for School Administrators and the National Technology Standards for Teachers were used as the framework to assess technology integration.

The sample consisted of three groups of educators: principals (n = 47), media specialists (n = 110), and teachers (n = 167). Three areas of technology utilization were investigated: a) the use of technology in management and operations, b) the use of technology in teaching and learning, and c) the use of technology for assessment and evaluation. Analyses of variances were used to examine the differences in the perceptions and use of technology in each of the three areas, among the three groups of educators.

The findings indicated that the difference between FLN and non-FLN schools was not statistically significant in most of the technology indicators. The difference was however significant in two cases: a) The use of technology for assessment and evaluation, and b) The level of technology infrastructure in FLN schools. Additionally, all FLN and non-FLN groups reported the need for technology training for teachers to provide them with the necessary "know-how" to effectively integrate technology into the classrooms. T

hese findings would indicate that was not effective in integrating technology in schools over and above other current efforts. It is therefore concluded that the FLN project had some favorable impact but had not met all of its stated objectives.



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