Abstract
This research sought to understand perspectives of tech-savvy administrators from the US in regards to how they learned what they know and how they lead their schools in the twenty-first century. It explored this issue in light of gathered information about targeted other countries’ requirements for administrator preparation. Looking through the lens of Fullan (1991), a mixed-methods survey gathered a sample of US leaders’ perspectives. Findings indicate that most leaders have not been formally prepared to implement technology systemically in their school; rather, those with skills in this area have learned on their own or through other educational experiences. Successful tech-savvy leaders purposefully set goals for their school, serve as role models, and support professional development for staff.
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Schrum, L., Galizio, L.M., English, M.C., Ledesma, P. (2011). Leaders for the Twenty-First Century: Preparation, Experiences, and Roles in Technology Implementation. In: Ifenthaler, D., Spector, J., Isaias, P., Sampson, D. (eds) Multiple Perspectives on Problem Solving and Learning in the Digital Age. Springer, New York, NY. https://doi.org/10.1007/978-1-4419-7612-3_17
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