Leadership concerns about the implementation of the Texas Essential Knowledge and Skills (TEKS) for technology applications

Although there has been a progression of technological improvements in the tools available for educators to improve instruction, there will always be the need for learners to master fundamental skills and for educators to facilitate that learning. Nevertheless, the implementation of innovative technology programs continues to be a priority of educators in both urban and rural settings. Texas educators are now under new Texas Essential Knowledge and Skills (TEKS) curricular requirements, a comprehensive document with specific learner outcomes, particularly with technology embedded into every grade level.;Because of these external constraints, even small rural school districts have to provide advanced technology capabilities for their learners. This current study investigated personal and professional concerns of change facilitators in a seven-district technology consortium as these requirements are implemented.;This consortium was developed with assistance from both the local telephone service provider and the regional Educational Service Center (ESQ. These districts range a distance of 70 to 125 miles from their ESC. Because of petroleum wealth, two of the participating school districts are able and willing to provide the bulk of the funding for computer technology for the other five districts through special Texas legislative rules.;This exploratory case study used the Concerns-based Adoption Model (CBAM) for evaluating these concerns. Nine informants, three each of superintendents, principals, and technology coordinators, responded to a 35-item Likert scale which placed the informant on a "Stage of Concern." These informants were also interviewed on their personal concerns toward technology implementation.;Seven general themes emerged through the interview process. Informants articulated concerns over attitudes, power, student learning, distance learning, staff training, infrastructure, and finances. These informants consistently expressed concern for the prospects of implementing instructional video and its instructional and disciplinary implications. Each informant expressed optimism over the educational and administrative possibilities modern computer technology brought to their districts.