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Findings show no statistically significant relationship between PTLA domain items and program type, and no significant program differences in two domains: creating a digital learning culture and digital citizenship, while open responses inform EPP program content improvements.",{"@graph":14,"@context":72},[15,34,55],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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was the purpose of the study?","Question",{"text":62,"@type":63},"The study explored differences in perceived technology leadership preparation among students in three online graduate leadership programs offered in southeast Texas.","Answer",{"name":65,"@type":60,"acceptedAnswer":66},"How was technology leadership preparation measured?",{"text":67,"@type":63},"Preparedness was measured using the Principal Technology Leadership Assessment (PTLA) survey, along with three open-response questions about beneficial activities and suggested changes or additions.",{"name":69,"@type":60,"acceptedAnswer":70},"What did the study find about differences across program types?",{"text":71,"@type":63},"There was no statistically significant relationship between PTLA items across domains and program type, and no statistically significant differences between programs in two of the five domains: preparedness to create a digital learning culture and digital 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\nJ. Kenneth Young  \nLamar University  \nGary E. Martin  \nLamar University  \nRobert E. Nicks  \nLamar University  \nDiane D. Mason  \nLamar University  \nTilisa N. Thibodeaux  \nLamar University  \nThe purpose of this study was to explore differences in perceived level of technology leadership preparation for students of three different online graduate level leadership preparation programs offered at a regional university in southeast Texas. Four hundred seventy-one students responded to the Principal Technology Leadership Assessment (PTLA) survey and three open-response questions asking students which activities they found beneficial, what they would change, and what they would add to program content related to understanding the International Society for Technology (ISTE) Education Standards for Administrators – Visionary Leadership, Digital Age Learning Culture, Excellence in Professional Practice, Systemic Improvement, and Digital Citizenship (ISTE, 2014, 2018). Study findings indicated there was no statistically significant relationship between the items in each domain and the type of program in which respondents participated. Additionally, there was no statistically significant difference between programs and their performance in two of the five domains: Preparedness to Create a Digital Learning Culture and Digital Citizenship. Additionally, student responses to the three open-response type questions indicated suggestions that may be of interest to Educational Preparation Programs (EPP) concerned with meeting current technology instructional practices as part of an administrative degree or certificate program.  \nICPEL Education Leadership Review, Vol. 20, No. 1– November, 2019 ISSN: 1532-0723 © 2019 International Council of Professors of Educational Leadership  \nTechnology has become ubiquitous in today’s world. The use of technology in society and education is becoming more prevalent and impacts all aspects of individual lives (Hakansson Lindqvist, 2019) . Without question, technology has a pivotal role in the teaching and learning of today’s youth and in their future careers, as well as school reform. But, as technology use has become more prevalent in our nation’s schools, many principals and university principal preparation programs find themselves in an uncomfortable dilemma. Principals face leadership pressures about what digital learning approaches to take and colleges of education are challenged with preparing future principals to embrace the potential of technology in teaching and learning. With the many roles ofa principal, it is crucial that they are prepared with the skills and knowledge necessary to be technology leaders (Brockmeier, Sermon, & Hope, 2015) .  \nThe actions of school principals can be powerful multipliers of effective teaching and leadership (Manna, 2015; Richardson, Flora, & Bathon, 2013) and the principal’s leadership is second only to the classroom teacher among all school-related factors that contribute to what students learn at school (Louis, Leithwood, Wahlstrom, & Anderson, 2010) . As a result, the focus on technology leadership for current and future leaders is of great importance. This study is aimed at graduate candidates’perceived level of leadership preparedness of teaching, learning, and leading with technology. Only when these three aspects of schooling are considered simultaneously will educational technology impact the pedagogy (teaching), achievement (learning), and policy (leading) in schools (Grissom, Matani, & Woo, 2018) .  \nA plethora of empirical studies have been conducted on the use of technology in education. There are examples of technologies used to enhance education and many examples of technology assisting teachers in advancing teaching and learning through higher-order thinking, and not regurgitation (Delgado, Wardlow, McKnight, & O’Malley, 2015; McKnight","cbCaihdO0V5FFcn3","https://ap.wps.com/l/cbCaihdO0V5FFcn3","pdf",289293,18,"English","# Framework\n## International Society for Technology in Education (ISTE) Standards for Administrators\n# Purpose of the Study and Research Questions\n## Perceived technology leadership preparation across programs\n## ISTE 2014 Standards for Administrators","[{\"question\":\"What was the purpose of the study?\",\"answer\":\"The study explored differences in perceived technology leadership preparation among students in three online graduate leadership programs offered in southeast Texas.\"},{\"question\":\"How was technology leadership preparation measured?\",\"answer\":\"Preparedness was measured using the Principal Technology Leadership Assessment (PTLA) survey, along with three open-response questions about beneficial activities and suggested changes or additions.\"},{\"question\":\"What did the study find about differences across program types?\",\"answer\":\"There was no statistically significant relationship between PTLA items across domains and program type, and no statistically significant differences between programs in two of the five domains: preparedness to create a digital learning culture and digital citizenship.\"}]","School Principal Interns’ Perceived Level of Preparedness for Technology Leadership | PDF",1792093693,45]