Educational Leadership and Planning for Technology / Edition 4

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The first instructional technology book to focus on school administrators, this work continues to offer extensive coverage on technology planning and policies for technology leaders in schools. Coverage includes: Basic Concepts and Foundations, Applications, and Planning and Implementation to inform readers of both the theoretical and practical considerations for planning and implementing school-based technology. Its ability to deliver topical information on planning, establishing policy, and managing information resources sets it apart from similar texts. For school administrators, computer coordinators, and library media specialists.
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Editorial Reviews

From the Publisher
"I have used the textbook in teaching my course, Leadership in Educational Technology, in an online format the past four springs. I began the course and found this text to be the best available. I am still of that opinion." --Patrick Durow, Creighton University

"I have used this text primarily because of it's accessible writing and it's completeness of coverage. I do not use many texts in my teaching, so it is a compliment to any author when I can use their work in my courses." --Steven Smith, Northern Kentucky University

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Product Details

  • ISBN-13: 9780131194717
  • Publisher: Prentice Hall
  • Publication date: 6/21/2005
  • Edition description: REV
  • Edition number: 4
  • Pages: 384
  • Product dimensions: 7.46 (w) x 9.10 (h) x 0.70 (d)

Meet the Author

Anthony G. Picciano is the author of nine books in the fields of educational leadership, technology, and research methods, including Blended Learning: Research Perspectives (Sloan Consortium, 2007) and the Educational Research Primer (Continuum, 2004). Picciano is a professor in the Education Administration and Supervision Program in the School of Education at Hunter College. He is also a member of the faculty in the Ph.D. Program in Urban Education, the doctoral program in Interactive Pedagogy and Technology, and the CUNY Online BA Program in Communication and Culture at the City University of New York Graduate Center. His teaching specialties include educational technology, organization theory, policy, and research methods.

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Table of Contents

1 Introduction to technology and planning 2
2 Basic concepts of planning 16
3 Technology, learning, and equity issues 42
4 Technology in educational administration 64
5 Technology in instruction 84
6 Multimedia in education 112
7 Data communications, the Internet, and educational applications 134
8 Distance learning 166
9 Hardware planning and evaluation 200
10 Software selection and evaluation 218
11 Staff development 238
12 Managing facilities 254
13 Financial planning 280
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The purpose of this book is to provide educators with both the theoretical and the practical considerations for planning and implementing technology, particularly computer applications, in schools. Basic concepts of technology and planning that use systems theory are presented. Emphasis is placed on the importance of the total application of technology as opposed to any individual component, be it hardware, software, facilities, personnel, or finances. The book is meant to form a foundation from which educators will provide leadership and become agents for realizing the powerful potential of technology in their schools.

The material is designed for practicing administrators and other educators such as teachers, computer coordinators, and media specialists who are involved in initiating and supporting technology in their schools. This book is most appropriate as a text in a preservice or in-service course on planning technology applications designed primarily for school administrators.


This book is divided into three sections: I, Basic Concepts and Foundations; II, Applications; and III, Planning and Implementation. Although each chapter can be read independently, the material is meant to be read sequentially chapter by chapter. Following the text, several supplemental sections are presented for reference: Appendix A is a review of basic computer concepts and terminology; Appendix B is a list of educational leader competencies; Appendix C serves as a checklist to help educators evaluate instructional software; and the glossary provides a quick reference for technical terms used in the text.

Section I: Basic Concepts andFoundations

This section provides the basic concepts and foundation material for an overall understanding of the themes and major issues related to planning for technology in schools and school systems. It is directed specifically to those who are or will be leading their schools in planning for technology. This section concludes with a chapter on pedagogical and social issues related to technology that should be considered as part of the planning process. Readers who are not familiar with basic computer concepts or terminology should review Appendix A before proceeding beyond this section.

Section II: Applications

This section provides five chapters on the nature of computer applications used for both administration and instruction. Although similar in some respects, enough differences exist in the nature, design, and policies associated with administrative and instructional applications that they require separate treatments. This section devotes three chapters to discussions of newer technologies such as multimedia, the Internet, and distance learning.

Section III: Planning and Implementation

This section presents specific material on the primary components of planning for, and developing, technology applications in schools. Entire chapters are devoted to the five components of every computer application: hardware, software, staff development, facilities, and finances. Section III is also designed to provide practical information on evaluating and implementing these components.


This is a brief conclusion to this book and reemphasizes the need for administrators to look to the future and to integrate technology into their visions for their schools.

End-of-Chapter Activities

Each chapter concludes with key concepts and questions, suggested activities, and/or case studies. These are provided to stimulate thought and discussion on the material presented. They also attempt to relate the material to situations that exist in schools. The case studies, although having some basis in fact, are fictitious and designed to put the reader in the position of leaders having to make decisions about computer technology and related issues. Reference lists are also provided at the end of each chapter.


The third edition of this book differs from the previous edition in several ways.

  • All chapters have been revised to reflect current thinking and advances in technology as applied to education.
  • A new substantive chapter has been added on distance learning, especially as related to World Wide Web-based delivery.
  • The suggested activities at the end of each chapter have been updated to make greater use of the Internet and World Wide Web.
  • The last chapter in the previous edition has been deleted and replaced by a brief epilogue.
  • The previous Appendix B has been deleted and replaced by a list of educational leader competencies needed in planning, developing, and implementing technology in schools.


Technology is a general term that can be applied to a variety of administrative and instructional applications involving calculators, overhead projectors, telephones, television, and so forth. In this book, technology refers primarily to computer and computer-related technologies such as data communications, interactive video, and digital television.

School districts sometimes are referred to as small, medium, or large, depending on their enrollment:

  • Small: fewer than 600 students
  • Medium: 600 or more and fewer than 25,000 students
  • Large: more than 25,000 students

School districts in the United States generally are governed by independently elected or appointed boards of education with the power to raise taxes and issue bonds. Some districts, particularly those in urban areas, are governed by other governmental entities such as a municipality, from which they receive an operating budget. Unless otherwise noted, references to school districts include all school districts. In some cases, the term municipally governed is used to refer specifically to those school districts described earlier.

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