dc.contributor.author	Celata, Carla L. Jr.	en
dc.contributor.committeechair	Richards, Robert R.	en
dc.contributor.committeemember	Sutherland, John H. Jr.	en
dc.contributor.committeemember	Salmon, Richard G.	en
dc.contributor.committeemember	Parks, David J.	en
dc.contributor.committeemember	Earthman, Glen I.	en
dc.contributor.department	Educational Leadership and Policy Studies	en
dc.date.accessioned	2014-03-14T20:21:37Z	en
dc.date.adate	1998-04-20	en
dc.date.available	2014-03-14T20:21:37Z	en
dc.date.issued	1998-03-05	en
dc.date.rdate	2012-06-22	en
dc.date.sdate	1998-03-05	en
dc.description.abstract	This study identified the amount of progress high school principals in Virginia have made in the use of electronic technology since 1989, and how the following variables have affected computer use by principals: training, access to hardware and software, top-management support, number of years of administrative experience, Local Composite Index (fiscal capacity), size of student enrollment, time, attitudes, home computer use, and laptop use. The entire population of high school principals in the Commonwealth of Virginia was surveyed; a 76.7% return rate was attained. Descriptive statistics were used to report the results of the study and to make comparisons to the results of Armistead in 1989. The principals reported their technological strengths to be (in order of importance): printing, retrieving information from the student database, word processing, using a modem, using electronic mail, accessing information on CD-ROM, conducting an Internet search, and creating a master schedule using a computer program. Weaknesses appeared in five areas: using a digital camera, using a program for budgeting and cost projections, creating and presenting an electronic slide show, using a spreadsheet to manipulate information, and creating a database. In the years since 1989, marked progress has been made in home computer use, use of electronic mail, use of a modem, and activation of a printer. Smaller gains were made in the areas of creating graphs and charts, using a program for budgeting and cost projections, using a computer program to create a master schedule, and using a computer spreadsheet. The skill level regarding creating a database declined. Variables which appeared to have affected the use of electronic technology include the following: Local Composite Index (fiscal capacity), size of school population, years of administrative experience, home computer use, laptop use, training, beliefs, and confidence levels regarding computer use. The 1997 baseline data should be used for future comparisons. Variables which affected principals' use of electronic technology that could be manipulated to increase use were time, training, and use of a laptop. Educators should use this information to continue to increase the use of electronic technology among high school principals in Virginia.	en
dc.description.degree	Ed. D.	en
dc.identifier.other	etd-31698-121418	en
dc.identifier.sourceurl	http://scholar.lib.vt.edu/theses/available/etd-31698-121418/	en
dc.identifier.uri	http://hdl.handle.net/10919/30403	en
dc.publisher	Virginia Tech	en
dc.relation.haspart	ETD1.PDF	en
dc.relation.haspart	LCI.PDF	en
dc.relation.haspart	ETD2.PDF	en
dc.relation.haspart	SIZE.PDF	en
dc.relation.haspart	ETD3.PDF	en
dc.relation.haspart	EXP.PDF	en
dc.relation.haspart	CONTVAL.PDF	en
dc.relation.haspart	ETD5.PDF	en
dc.relation.haspart	CCETD4.PDF	en
dc.rights	In Copyright	en
dc.rights.uri	http://rightsstatements.org/vocab/InC/1.0/	en
dc.subject	principals	en
dc.subject	Technology	en
dc.title	The Use of Electronic Technology by High School Principals in Virginia	en
dc.type	Dissertation	en
thesis.degree.discipline	Educational Leadership and Policy Studies	en
thesis.degree.grantor	Virginia Polytechnic Institute and State University	en
thesis.degree.level	doctoral	en
thesis.degree.name	Doctor of Education	en

The Use of Electronic Technology by High School Principals in Virginia

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