Reimaged: The Emotionally Intelligent Instructional Technology Leader

For over forty years, researchers, policymakers, and educational leaders have promoted computer technology use within schools to enhance teaching and learning (Culp, Honey, & Mandinach, 2003; U.S. Department of Education, 2010). The effective schools literature of the 1980s suggested principals...

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Bibliographic Details
Main Author Robinson Carney, Cynthia
Format Dissertation
LanguageEnglish
Published ProQuest Dissertations & Theses 01.01.2019
Subjects
Case Studies
Data Analysis
Educational Environment
Educational leadership
Educational technology
Instructional Leadership
Learning Strategies
Research Methodology
Science Teachers
Student Diversity
Teaching Methods
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Summary:For over forty years, researchers, policymakers, and educational leaders have promoted computer technology use within schools to enhance teaching and learning (Culp, Honey, & Mandinach, 2003; U.S. Department of Education, 2010). The effective schools literature of the 1980s suggested principals should be the instructional leader of the school building; however, school principals are often tasked with other administrative and managerial responsibilities diverting their attention from instructional technology (Lashway, 2002; Fullan 2014). Filling this gap requires a school leader who understands the importance of engaging learners with the technological advances of today’s society. Partnering with the principal, the instructional technology leader can aid to improve the school’s learning environment by influencing individual and institutional factors to support classroom technology use (Consortium for School Networking, 2009; International Society for Technology in Education, 2011). Unlike the role of the school principal, the instructional technology leader lacks authoritative power and instead relies on the ability to manage one’s own emotions and attitudes as well as the emotions and attitudes of others (teachers), a process explored in emotional intelligence theory. Using a blend of portraiture and narrative design methodology, this study explored the experiences of instructional technology leaders under the lens of emotional intelligence. The following question framed this study: How do instructional technology leaders perceive their own emotional intelligence (EI) and the role EI plays in the implementation and integration of instructional technology in the schools they serve?
ISBN:9781392021170
1392021170