| |
| |
Acknowledgments | |
| |
| |
Foreword | |
| |
| |
| |
| |
An Introduction: Investigating Leadership, Technology, and School Improvement | |
| |
| |
Rationale for This Book | |
| |
| |
Framework for Understanding Technology and Leadership | |
| |
| |
Case Studies of Effective Leadership | |
| |
| |
Identifying Our Cases | |
| |
| |
Considering Appropriate Methods | |
| |
| |
Summary and Organization of the Book | |
| |
| |
| |
What Visionary Leaders Do: The Case of Walton Middle School, Albemarle County Public Schools, VA | |
| |
| |
Context | |
| |
| |
Students and Opportunities | |
| |
| |
Leadership Practices | |
| |
| |
Professional Development | |
| |
| |
Technology and Technology Infrastructure | |
| |
| |
Changes in Teaching and Learning | |
| |
| |
Noteworthy Outcomes | |
| |
| |
Challenges | |
| |
| |
Lessons Learned: Key Factors for Success | |
| |
| |
Postscript | |
| |
| |
| |
Engaging in Systemic Planning: The Case of Rose Hill Junior High School, Lake Washington School District, Redmond, WA | |
| |
| |
District Context | |
| |
| |
School Context | |
| |
| |
Leadership Practices | |
| |
| |
History of Technology Integration at Rose Hill | |
| |
| |
Rollout of 1:1 Initiative | |
| |
| |
Technology Support | |
| |
| |
Using Technology for Assessment | |
| |
| |
Changes in Teaching and Learning | |
| |
| |
Teachers Views of Leadership | |
| |
| |
Professional Development | |
| |
| |
Noteworthy Outcomes | |
| |
| |
Challenges | |
| |
| |
Lessons Learned: Key Factors for Success | |
| |
| |
| |
Working Towards a Cutting-Edge Vision: The Case of Godfrey-Lee Public Schools, Wyoming, MI | |
| |
| |
Context | |
| |
| |
Leadership Practices | |
| |
| |
Implementation Process: Three Different Initiatives | |
| |
| |
Professional Development | |
| |
| |
Changes in Teaching and Learning | |
| |
| |
Noteworthy Outcomes | |
| |
| |
Challenges | |
| |
| |
Lessons Learned: Key Factors for Success | |
| |
| |
Epilogue | |
| |
| |
| |
When Funds Are Limited: The Case of Simley High School, Inver Grove Heights Community School District, Inver Grove, MN | |
| |
| |
Context | |
| |
| |
Implementation Process | |
| |
| |
Leadership Practices | |
| |
| |
Technology and Technology Support Structures | |
| |
| |
Professional Development | |
| |
| |
Changes in Teaching and Learning | |
| |
| |
Noteworthy Outcomes | |
| |
| |
Challenges | |
| |
| |
Lessons Learned: Key Factors for Success | |
| |
| |
| |
Creating a Culture for 21st-century Learners: The Case of Chesapeake High School, Baltimore County Public Schools, MD | |
| |
| |
District Context | |
| |
| |
School Context | |
| |
| |
Implementation Process | |
| |
| |
Leadership Practices | |
| |
| |
Curricular Changes and Technology Integration | |
| |
| |
Technology Support | |
| |
| |
Changes in Curriculum and Technology Use | |
| |
| |
Professional Development | |
| |
| |
Noteworthy Outcomes | |
| |
| |
Challenges | |
| |
| |
Lessons Learned: Key Factors for Success | |
| |
| |
| |
Deliberate and Focused: The Case of Mooresville High School, Mooresville Graded School District, Mooresville, NC | |
| |
| |
Context | |
| |
| |
Leadership Practices | |
| |
| |
Implementation Process | |
| |
| |
District Leadership | |
| |
| |
Technology Support Structure | |
| |
| |
Professional Development | |
| |
| |
Changes in Teaching and Learning | |
| |
| |
Noteworthy Outcomes | |
| |
| |
Challenges | |
| |
| |
Lessons Learned: Key Factors for Success | |
| |
| |
| |
Using Data for Continuous Improvement: The Case of Science, Technology, Engineering, and Mathematics (STEM) Academy | |
| |
| |
Context of the District | |
| |
| |
Demographics, History, and Culture of STEM Academy | |
| |
| |
Culture and Curriculum at STEM Academy | |
| |
| |
Teachers at STEM Academy | |
| |
| |
Leadership Practices | |
| |
| |
Assessment System and Uses of Data | |
| |
| |
Technology and Technology Support | |
| |
| |
Teaching and Learning | |
| |
| |
Professional Development | |
| |
| |
Noteworthy Outcomes | |
| |
| |
Challenges | |
| |
| |
Lessons Learned: Key Factors for Success | |
| |
| |
| |
The Value of Partnerships: The Case of New Tech High School, Napa Valley Unified School District, CA | |
| |
| |
Context | |
| |
| |
School Culture and Climate | |
| |
| |
Leadership Practices | |
| |
| |
Implementation Process | |
| |
| |
Curriculum and Assessment | |
| |
| |
Technology and Technology Support | |
| |
| |
Professional Development | |
| |
| |
Changes in Teaching and Learning | |
| |
| |
Noteworthy Outcomes | |
| |
| |
Challenges | |
| |
| |
Lessons Learned: Key Factors for Success | |
| |
| |
| |
Putting It All Together: Lessons Learned About Leadership, Technology, and School Improvement | |
| |
| |
Having Clear Vision, Mission, and Goals | |
| |
| |
Making Changes to Achieve Your Goals | |
| |
| |
Enacting Distributed Leadership Practices | |
| |
| |
Planning, Planning, and More Planning | |
| |
| |
Figuring Out Funding Sources for Technology | |
| |
| |
Technology Infrastructure and Support | |
| |
| |
Providing Ongoing Professional Development | |
| |
| |
Attending to School Culture | |
| |
| |
Changing Curriculum and Instruction | |
| |
| |
Collaborations and Partnerships | |
| |
| |
Implications for Districts and Policy Makers | |
| |
| |
Summary and Conclusion | |
| |
| |
References | |
| |
| |
Index | |
| |
| |
About the Authors | |