Professional Documents
Culture Documents
Anderson, R., & Dexter, S. (2005). School technology leadership: An empirical investigation of
prevalence and effect. Educational Administration Quarterly, 41(1), 4982. doi:
10.1177/0013161x04269517
Bell, D. (1976). The coming of post-industrial society: A venture in social forecasting. New York:
Basic Books.
Brinkerhoff, J. (2006). Effects of a long-duration, professional development academy on
technology skills, computer self-efficacy, and technology integration beliefs and practices.
Journal of Research on Technology in Education, 39(1), 2243. doi:
10.1080/15391523.2006.10782471
Brush, T., Glazewski, K., Rutowski, K., Berg, K., Stromfors, C., Hernandez Van-Nest, M.,
Sutton, J. (2003). Integrating technology in a field-based teacher training program: The
PT3@ASU project. Educational Technology Research and Development, 51(1), 5772. doi:
10.1007/bf02504518
Bryant, A., & Charmaz, K. (Eds.). (2007). The SAGE handbook of grounded theory. Los
Angeles, CA: SAGE.
Bullock, D. (2004). Moving from theory to practice: An examination of the factors that Preservice
teachers encounter as the attempt to gain experience teaching with technology during field
placement experiences. Journal of Technology and Teacher Education, 12(2), 211237.
Retrieved from http://karsenti.ca/pdf/ressources/theoryToPractice.pdf
Chance, P. L. (2009). Introduction to educational leadership and organizational behavior (2nd
ed.). New York, NY: Routledge.
Cuban, L., Kirkpatrick, H., & Peck, C. (2001). High access and low use of technologies in high
school classrooms: Explaining an apparent paradox. American Educational Research
Journal, 38(4), 813834. doi:10.3102/00028312038004813
Means, B., & Olson, K. (1997). Technology and education reform: Studies of Education
ReformDIANE Publishing.
Mehlinger, H. D., & Powers, S. M. (2001). Technology and teacher education: A guide for
educators and policy makers. United States: Houghton Mifflin.
Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework
for teacher knowledge. Teachers College Record, 108(6), 10171054. doi:10.1111/j.
1467-9620.2006.00684.x
Mueller, J., Wood, E., Willoughby, T., Ross, C., & Specht, J. (2008). Identifying discriminating
variables between teachers who fully integrate computers and teachers with limited
integration. Computers & Education, 51(4), 15231537. doi:10.1016/j.compedu.2008.02.003
Ponticell, J. A. (2003). Enhancers and inhibitors of teacher risk taking: A case study. Peabody
Journal of Education, 78(3), 524. doi:10.1207/s15327930pje7803_02
Roehrig, G. H., Kruse, R. A., & Kern, A. (2007). Teacher and school characteristics and their
influence on curriculum implementation. Journal of Research in Science Teaching, 44(7),
883907. doi:10.1002/tea.20180
SAMR model - technology is learning. (2014). Retrieved July 16, 2016, from https://
sites.google.com/a/msad60.org/technology-is-learning/samr-model
Sewell, W. H., Haller, A. O., & Ohlendorf, G. W. (1970). The educational and early occupational
status attainment process: Replication and revision. American Sociological Review, 35(6),
1014. doi:10.2307/2093379
Snoeyink, R., & Er, P. (2001). Thrust into technology: How veteran teachers respond. Journal of
Educational Technology Systems, 30(1), 85111. doi:10.2190/ydl7-xh09-rlj6-mtp1
Somekh, B. (2016). Factors affecting teachers pedagogical adoption of ICT. In J. Voogt & G.
Knezek (Eds.), International handbook of information technology in primary and secondary
education (pp. 449460). Retrieved from http://www.springer.com/us/book/9780387733142
U.S. Department of Education. (2001, January 3). Enhancing education through technology.
Elementary and Secondary Education Act of 2001. Retrieved July 2, 2016, from http://
www2.ed.gov/policy/elsec/leg/esea02/pg34.html
Yee, D. L. (2000). Images of school principals information and communications technology
leadership. Technology, Pedagogy and Education, 9(3), 287302. doi:
10.1080/14759390000200099
Zhao, Y., & Frank, K. A. (2003). Factors affecting technology uses in schools: An ecological
perspective. American Educational Research Journal, 40(4), 807840. doi:
10.3102/00028312040004807