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Using a two-phase mixed-methods design, it reports phase-one analysis from alumni surveys and frames implications for improving principal preparation programs to support net-generation needs and technology integration.",{"@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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Leading for Learning in the Digital Age:  \nRecommendations from Alumni  \nChristine A. Hayashi  \nCalifornia State University, Northridge, CA  \nGrace Fisher-Adams  \nCalifornia Institute of Technology, Pasadena, CA  \nThis study surveys graduates of a west-coast university regarding their perception of how well their graduate degree programs prepared them to meet the challenge of leading for learning in the digital age, particularly in the areas of visionary leadership, student learning, organizational management, working with diverse families, ethics, and the social and legal aspects of using technology and learning networks. A two-phase mixed-methods research plan including phaseone surveys to collect data from alumni of the principal preparation masters and doctoral programs and phase-two face-to-face interviews of sitting principals was initiated. This paper is a report of the phase-one survey analysis.  \nAs technology evolves at an ever increasing pace and we rely more and more on digital access to data, information, curriculum, and each other, researchers and educators agree that technology leadership is important, and educational leadership preparation programs must continue to seek ways to better serve the next generation of leaders (Andersen & Dexter, 2005) . Greenlinger (2013) warns us that the “millennial” principals have a different needs set than past generations and require program supports that will prepare them to lead the learning for student achievement while successfully integrating digital technology. Students growing up in a digital world, known as the “net generation” also have different needs and will require principals who speak their language (Tapsott (2009) as cited in English, Papa, Mullen, & Creighton, 2011, p.26) .  \nThe study presented in this paper investigates graduates of a west-coast university regarding their perception of how well their graduate program helped them to meet the challenge of leading for learning in the digital age. A two-phase mixed-methods research strategy is planned, which includes phase-one electronic surveys to collect data from alumni of the principal preparation (masters) and doctoral programs and phase-two face-to-face interviews of sitting principals who are graduates of these programs. This paper is a report of the phase-one survey analysis.  \nResearchers put together a survey based, in part, on the International Society for Technology in Education’s Standards for Administrators (ISTE Standards-A), and, in part, on the California Commission on Teacher Credentialing (CCTC) Preliminary Administrative Services Credential: Standards of Candidate Competence and Performance (CCTC, 2004; ISTE, 2009) .  \nEducational Leadership and Administration: Teaching and Program Development  \nVolume 26, March 2015  \nISSN 1064-­‐4474 © 2015 California Association of Professors of Educational Administration  \nUtilizing these standards as a framework, the survey questions were designed to decipher whether or not the principal preparation program at this university is and has been providing future administrators with the foundational leadership skills to be leaders who can adapt to anever changing workplace where digital technology continues to evolve and continues to change the teaching and learning and leading environment.  \nReview of the Literature  \nTechnology infrastructure, including software, hardware, and Internet access, as well as professional development for teachers and availability of technical support staff, are all important parts of a school technology plan, but technology leadership is the key, the most important factor, in using technology in schools to improve student achievement (Anderson & Dexter, 2005) . In reviewing the standards as outlined above, many of the skills that make a principal a strong school leader are the same skills that make a principal a strong school technology leader (CCTC, 2004; ISTE, 2009) ","cbCaitdHUYwOQdqN","https://ap.wps.com/l/cbCaitdHUYwOQdqN","pdf",663272,17,"English","# Review of the Literature\n## Leadership preparation and technology leadership standards\n## Technology infrastructure and professional development\n## Digital citizenship, online risks, and principal responsibilities\n## Evolving leadership roles and expectations","[{\"question\":\"What perceptions does the study seek from alumni?\",\"answer\":\"It surveys graduates about how well their graduate degrees prepared them to meet the challenge of leading for learning in the digital age, including leadership, learning, organizational management, and technology-related responsibilities.\"},{\"question\":\"How is the research designed across phases?\",\"answer\":\"The study uses a two-phase mixed-methods approach: phase one uses surveys of alumni from relevant master’s and doctoral programs, and phase two includes face-to-face interviews with sitting principals who are graduates of those programs.\"},{\"question\":\"Which standards informed the survey questions?\",\"answer\":\"The survey draws on ISTE Standards-A for Administrators and the California Commission on Teacher Credentialing (CCTC) Preliminary Administrative Services Credential standards of candidate competence and performance.\"}]","Strengthening Leadership Preparation to Meet the Challenge of Leading for Learning in the Digital Age - Recommendations from Alumni | PDF",1792094767,43]