6.1 Evaluation of an online technology leadership master's program  (Page 12/16)

Open-ended survey questions. Results of the open-ended question of the ETL graduates’ survey relating to future leadership plans, showed that 43% of the ETL graduates responding wanted district technology positions while 18% preferred campus technology roles, and 12% wanted to pursue a doctorate degree to obtain a position at a university level. Only 10% of the respondents desired to remain as classroom teachers, 6% sought district positions other than technology while 5% wanted to become principals or assistant principals. An additional 5% preferred to move to corporate training or become independent consultants. Two percent of the graduates sought positions at regional education service centers.

Synthesis of electronic portfolio reflections. In this leadership study, the researchers gathered student reflections from graduates’ electronic portfolios completed in the last class of the master’s program. The researchers selected a narrative rather than analytical approach to synthesize the findings because the majority of the reflections could better be summarized and synthesized using a narrative approach. The 60 electronic portfolios were randomly selected from 271 graduates. Noteworthy statements related to the three sub-research questions were recorded for analysis. The sub-research questions related to the overarching research question were: 1) How does the online Educational Technology Leadership master’s program advance graduates’ leadership in the use of online learning? 2) How does the online Educational Technology Leadership master’s program advance graduates’ leadership in the use of Web 2.0 tools? 3) How does the online Educational Technology Leadership master’s program advance graduates’ leadership in the use of technology professional development?

A review of the ETL electronic portfolios revealed common reflections regarding the awareness of graduates’ need for leadership in the use of online learning. Several students indicated online learning could meet specific needs for gifted, advanced placement, and homebound students. While other students discussed challenges to incorporating online learning into the traditional classroom. Furthermore, additional graduates mentioned using online learning for collaboration with teachers worldwide.

Relating to the sub-research question of graduates’ leadership in the use of Web 2.0 tools, graduates again emphasized personal growth and some initiation of using these tools with other educators and students. One graduate stated, “My technology skills were expanded through the program learning activities with Web 2.0 tools. I have the capability to use both technology and leadership skills while working interactively and collaboratively toward to common goal.” A district technology director and graduate of the master’s program admitted, “I have changed my ways and am much more open minded about emerging technologies especially Web 2.0 tools and their use in the classroom.”

Several statements were particularly significant as a result of systematically analyzing qualitative data from the ETL graduates’ electronic portfolio reflections and work samples regarding the advancement of graduates’ leadership in implementing new strategies for technology professional development. The graduates seemed to accept opportunities to lead other educators in technology professional development. One graduate shared, “Teachers seek my support so often that it is difficult to meet their demands. This is one reason why I am so motivated to lead. The teachers I assist have given me the confidence I have lacked. The technology leadership program has given me confidence that I have needed to grow in my career.” Another educational technology graduate said, “As a result of my willingness to embrace new technologies, teachers began seeking help from me regarding technology.”