An analysis of public school administrator perceptions and attitudes toward technology-based education

The purpose of this research was to examine the administrative perceptions and attitudes towards technology-based education and how this affects the administrator's support of technology-based education. Another purpose of the study was to determine if education technology positively affects performance of participants in certain core classes. The sample of this study consisted of thirteen administrators from high schools throughout the state of Georgia and their subsequent data on the Graduation Exit Exams for Science and Social Studies.; This descriptive study used quantitative data collection methods. A survey instrument was used to examine administrative perceptions and attitudes towards technology-based education. Data was analyzed from the Georgia Department of Education Home Page regarding the Graduation Exit Exam scores in Science and Social Studies for selected schools. The data were compared to further investigate the implementation issues of technology-based education.; Several major conclusions emerged from this research: (1) Peers were cited as the greatest and most influential source of information regarding technology-based education. (2) Attitudinal differences cannot be explained by any single variable. Attitude is composed of several interrelated variables such as exposure to technology-based education; peer influence and the perception of peer attitude; deterrents and incentives to supporting technology-based education; and perceived support for technology-based education. (3) Administrators believe that technology training for faculty is both necessary and insufficient. (4) There tends to be a strong, positive relationship between attitude toward technology-based education and willingness to support technology-based education in the future. (5) There is no statistically significant increase in the science exit exam scores of students during the pre and post-technology implementation.