School-Based Support for Technology Integration: Considerations for Professional Development
Abstract: This paper reports on a collaborative technology integration professional development effort designed by the Center for Technology and School Change at Teachers, College, Columbia University. Based on research that indicates the need for instructional leadership for technology integration, the authors describe two cases of school implementation in an urban, non-public school consortium, and ask: How is teacher engagement in technology integration influenced by school leadership and support for professional development? Findings suggest that teachers’ sustained engagement with technology in the classroom is in fact influenced by the participation of principals in professional development, and that the professional development itself should support such involvement. The findings help underscore the distinction between principals as instructional leaders and principals as managers, and highlight implications for the Center’s model.