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Evaluation of an Online Technology Leadership Master’s Program (m42201)

Authors: Diane Mason, L. Kay Abernathy, Sheryl Abshire, Cindy Cummings, Xinyu Liu

Summary: Allen and Seaman (2007) stated in a Sloan Consortium report that nearly two-thirds of post-secondary institutions provided distance education courses in a variety of degree programs. Concerns have arisen about the effectiveness of online graduate programs compared to more traditional approaches in higher education settings. This research study ... leadership roles. Allen and Seaman (2007) stated in a Sloan Consortium report that nearly two-thirds of post-secondary institutions provided distance education courses in a variety of degree programs. Concerns have arisen about the effectiveness of online graduate programs compared to more traditional approaches in higher education settings. This research study investigated the effectiveness of an online Educational Technology Leadership (ETL) master’s program to advance graduates’ leadership in the use of online learning, Web 2.0 tools, and technology professional development in PK-12 schools. A review of the literature indicated agreement that leadership is vital to continuous school improvement and the quality of teachers directly impacts PK-12 student learning (Podmostko, 2001). Furthermore, building the leadership of technology using teachers appeared to be of significant interest to ensure all PK-12 students receive high quality instruction using 21st century technology tools. A convergent mixed methods research design was selected for this study. All graduates of the online ETL master’s program were invited to participate in a Likert-style online survey with open-ended questions. Also, 60 graduates’ electronic portfolios were examined. The survey and open-ended questions were completed by 110 of 271 possible participants (41%). The research results indicated ETL online program graduates exhibited leadership in personal use and campus implementation of online learning, Web 2.0 tools, and technology professional development. Moreover, graduates expressed interest in expanded career options in leadership roles as administrators, district technology coordinators, and technology professional development providers. The study’s implications included a need for higher education faculty to collaborate with and support candidates beyond graduation to ensure transference of program components into PK-12 environments. ETL faculty should consider providing opportunities for ongoing collaboration, leadership development, and support for ETL graduates such as online professional development, web conferencing, Web 2.0 interactive sites, conference participation, presentations, and networking with individuals employed in leadership roles.

Language:	English
Popularity:	53.43%
Revised:	2012-01-26
Revisions:	9

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