Resources                                               Page 39-40


Resource Bank



Tech Implementation
A 2013 doctoral study at Seton Hall University explored common barriers superintendents face that influence their district technology leadership.

The dissertation findings by Sharon Biggs pointed to these two factors: (1) lack of sufficient financial and technology resources (first-order change barriers) and (2) resistance by stakeholders to change their traditional and/or dated district cultures and mindsets about integrating technology into 21st-century classrooms (second-order change barriers).

The purpose of Biggs’ study was to gain an understanding of superintendents’ beliefs about technology leadership barriers and about how superintendents actually engage in technology leadership practices. Her study focused on 11 New Jersey superintendents.

Biggs’ study results also showed superintendents understand their critical technology leadership roles, and they try to remain actively engaged and involved throughout the different phases of technology implementation.

Copies of “Superintendents’ Beliefs About Barriers That Can Influence Their District Technology Leadership Practices” are available from ProQuest at 800-521-0600 or disspub@proquest.com.



College Value
A new report from the Pew Research Center examines the current value of going to college.

The report concludes that college graduates outperform their less-educated peers on virtually every measure of economic well-being and career attainment.

Find the report at www.pewsocial​trends.org/​2014/​02/​11/​the​-rising-​cost​-of-not-going-to-college/.

Community Collaborations
The Wallace Foundation is funding research at Columbia University’s Teachers College to study how community institutions in three midsize cities can work together in addressing social and educational issues in their communities.

The grant will fund collaborations by government agencies, businesses, education institutions and nonprofits, addressing how collective impact initiatives operate and how financial resources are reallocated across communities.

Visit www.wallacefoundation.org/Pages/default.aspx.

Reading Outcomes
The Institute of Education Sciences has reviewed data from 48 research projects on improving reading outcomes for students with reading disabilities.

The review, intended to highlight what has been learned from IES-funded grants, groups findings into four key categories: assessment, basic cognitive and linguistic processes, intervention and professional development.

Download the report at http://ies.ed.gov/ncser/pubs/20143000/.

Network Guidelines
The Consortium for School Networking released the first installment in a set of comprehensive guidelines to support K-12 chief technology officers in building and maintaining successful education networks.

The guidelines, part of CoSN’s Smart Education Networks by Design initiative, identifies best practices and solutions to design, implement and manage networks that support district processes and goals.

Access the guidelines at www.cosn.org/focus-areas/it-management/send-smart-education-networks-design.


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