Author(s)

Oscar Rodriguez

Date Approved

4-22-2015

Document Type

Dissertation

Degree Name

Ed.D. Educational Leadership

Department

Educational Leadership

College

College of Education

First Advisor

Rios, Hector

Subject(s)

Technological literacy;Public schools--Law and legislation

Disciplines

Elementary and Middle and Secondary Education Administration

Abstract

Exponential growth in technological innovations has changed the dynamics of global economic competition. These changes have redefined the relationships between economy and education, which has redirected national and state interest toward the development of human capital within public schools to meet the demands of a new knowledge-based economy (Martens, Rusconi, & Leuze, 2007; Sahlberg, 2006). This study will explore the effects of external controls on education as they affect reform policies, the technical core of teaching and learning, and teachers' development of technology competencies at an elementary school level within a socioeconomically disadvantaged setting. The study will attempt to determine whether externalized mechanisms of control created by federal and state policies are unintentionally hindering teachers' technological competency development as a result of competing demands to determine whether reform policies can or are unintentionally operating as technology immobilizing agents capable of creating digital inequality (Keller & Bichelmeyer, 2004; Lawton, McKevitt, & Millar, 2000).

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