| The support of school leaders is essential in facilitating instructional technologists' work in regard to articulating a vision for teaching and learning, defining the role of the instructional technologist, providing opportunities to learn, and modifying the organization to allow for instructional technologists to meet with teachers and gain access to resources. This literature review describes practices that school leaders engage in, or not, to support the work of instructional technologists in pursuit of effective teacher technology integration and student learning.;This case study explores a content area specific model for instructional technology support by reporting on how instructional technologists work with math and science teachers in this district and the perceptions of key stakeholders. Results indicate that advantages of the model include new ideas, time to plan, and access to technology, while the only constraint was lack of availability of instructional technologists. The model did leave some teacher needs unmet, such as just-in-time coaching, content-specific formal professional development, support for technology alignment with school vision, and facilitation of sharing technology knowledge among teachers. Suggestions for optimization of this model are provided. This analysis will be of interest to district- and school-level administrators as they organize technology support systems within their district and to researchers investigating models for support of school-based technology integration.;We explored technology leadership practices in two middle schools, developing case studies from interview, focus group, and observational data. We also surveyed teachers about their awareness of their school's vision for technology integration, the degree to which they learn and communicate about technology, and how often they report having their students use technology for various learning activities. Results suggest a positive relationship between technology leadership practices that focus on developing group understanding of the technology vision and the teachers' knowledge and practice of technology integration. |
