The Role of Educational Technology Professionals as Perceived by Building Administrator
William Brescia, Cheryl Murphy, University of Arkansas, United States
Society for Information Technology & Teacher Education International Conference, in Orlando, Florida, USA ISBN 978-1-880094-58-7 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
Educational Technology professionals in schools are in an uncertain and in some cases perplexing situation. The title Educational Technologist conveys different expectations in different school systems. This has led to a call to clarify the wide variety of confusing job expectations. In order for Educational Technology professionals to be successful it is necessary that they have clear guidance on what their performance expectations will be (So, 2004). This research sought to illuminate this process by surveying building administrators to identify existing perceptions about the role of Educational Technology professionals in their schools. Preliminary results indicated that there were considerable differences between administrators concerning their expectations and that these differences were related to the size of their schools. Areas of agreement and disagreement will be discussed in efforts to provide information that might lead to a more unified and rational expectations.
Brescia, W. & Murphy, C. (2006). The Role of Educational Technology Professionals as Perceived by Building Administrator. In C. Crawford, R. Carlsen, K. McFerrin, J. Price, R. Weber & D. Willis (Eds.), Proceedings of SITE 2006--Society for Information Technology & Teacher Education International Conference (pp. 3335-3336). Orlando, Florida, USA: Association for the Advancement of Computing in Education (AACE).