Mulkey, K. (2015). Educators’ perceptions of the role of the instructional technology specialist (Publication No. 3702206) [Doctoral dissertation, University of West Georgia].  ProQuest Dissertations and Theses Global. 

Abstract:

“The purpose of this study was to investigate perceptions of educators concerning the role of the instructional technology specialist in PK-12 schools in the state of Georgia. The literature review created the basis for the theoretical framework combining the standards for technology coaches from ISTE (2011), TPACK (Koehler & Mishra, 2009), and references from Frazier and Bailey, (2004). The study utilized a mixed methods approach with the use of a survey with a sample of 351 participants and interviews from 18 educators. The findings revealed a high need for an instructional technology specialist with a desire to increase utilization in the curricular realm. The results included a significant difference in administrators, teachers, and the instructional technology specialists’ perceptions for the role’s responsibilities. There was also a significant difference between the perceptions of public school and independent school educators. Conclusions resulted in a need to employ a certified instructional technology specialist in every school, publicize the newly created certification for this role in the state of Georgia with the requirement that all schools meet this certification, and the need to separate instructional technology from technical support.”