Development and testing of an initial model of mobile technology instructional integration
| dc.contributor.committeeChair | Claudet, Joseph G. | |
| dc.contributor.committeeMember | Livengood, Kim | |
| dc.contributor.committeeMember | Miazga, John | |
| dc.contributor.committeeMember | Valle, Fernando | |
| dc.contributor.committeeMember | White, David | |
| dc.creator | Brandon, Merl | |
| dc.creator.orcid | 0000-0003-2723-9153 | |
| dc.date.accessioned | 2021-08-23T15:53:31Z | |
| dc.date.available | 2021-08-23T15:53:31Z | |
| dc.date.created | 2015-05 | |
| dc.date.issued | 2015-05 | |
| dc.date.submitted | May 2015 | |
| dc.date.updated | 2021-08-23T15:53:32Z | |
| dc.description.abstract | The purpose of this study was to develop and test a Mobile Technology Instructional Integration – Instructional Leadership Culture (MTII – ILC) conceptual model that posits multivariate relationships between/among multiple indices of MTII – ILC school culture and multiple indices of school effectiveness (SE). The MTII – ILC model is designed to help elucidate potential differences that may exist in principal and teacher perspectives regarding mobile technology instructional integration (MTII) practices in middle, junior high, and high school campuses. An additional expectation of the MTII – ILC model was in its potential ability to reveal components of organizational culture that promote or thwart the successful implementation of MTII processes. The MTII – ILC conceptual model was employed as a conceptual basis to develop a MTII – ILC survey instrument to measure principal and teacher ILC perceptions, current levels of campus support for MTII processes, and the effect MTII – ILC has on school outcomes. The development of the MTII – ILC conceptual model and the administration of the MTII – ILC survey instrument is important for several reasons: (1) it provides a multidimensional framework for measuring the current perception of a campus’ ILC alignment; (2) it provides a tool to measure the current level of MTII support; and (3) it measures the impact that an aligned ILC has on a campus’ MTII process dimensions and the ultimate influence this has on positive school outcomes. A mixed methods design for this study was used to provide a quantitative view of teacher and principal perceptions of the MTII process dimensions and their effect on school outcomes as well as an in-depth look at certain anomalies that may exist in educational organizations and how these differences affect mobile technology instructional integration. An important conclusion that can be drawn from the study’s collective quantitative and qualitative findings is that study findings strongly supported the primary link or connectedness between MTII-ILC dimensions posited in the MTII model and school personnel perceptions of the overall effectiveness of their school as an organization. | |
| dc.description.abstract | Embargo status: Restricted to TTU community only. To view, login with your eRaider (top right). Others may request access exception by clicking on the PDF link to the left. | |
| dc.format.mimetype | application/pdf | |
| dc.identifier.uri | https://hdl.handle.net/2346/87713 | |
| dc.language.iso | eng | |
| dc.rights.availability | Restricted to TTU community only. | |
| dc.subject | Mobile Technology Instructional Integration | |
| dc.subject | Instructional Leadership Culture | |
| dc.title | Development and testing of an initial model of mobile technology instructional integration | |
| dc.type | Thesis | |
| dc.type.material | text | |
| thesis.degree.department | Education | |
| thesis.degree.discipline | Educational Leadership | |
| thesis.degree.grantor | Texas Tech University | |
| thesis.degree.level | Doctoral | |
| thesis.degree.name | Doctor of Education |