Author Type

Graduate Student

Date of Award

1997

Document Type

Thesis

Publication Status

Version of Record

Submission Date

October 2026

Thesis/Dissertation Advisor [Chair]

Galbraith, Michael W.

Abstract

The purpose of this study was to describe and analyze the program planning process used for planning technology programs for the South Consortium of Schools and of two member schools. This study sought to understand power and interests of the planning community and how they influenced the program process. A qualitative multi-case study design was used and the primary sources of data were interviews, document analysis, and researcher participant and nonparticipant observations. The sample of thirteen included a cross section of school personnel, parents, and community business partners. Findings were grouped into three categories, program planning community, program planning process, and negotiations of power and interests. Program planning communities were influenced by a national challenge to improve technology in the schools and by partnerships developed with parents, communities, and businesses. Factors critical to the planning process emphasized the importance of (a) having adequate time and information, (b) developing viable planning models addressing considerations of power and interests relationships, and (c) having effective managers and leaders. Program planning objectives focused on the acquisition of equipment versus integration of technology in the curriculum. Negotiations were the main practice of planning conducted by those in power who focused on meeting specific planning objectives. As a result of these findings, it was concluded that forming partnerships enhanced the program planning process, program planning models addressing negotiation of power and interests were not fully developed before planning began, and program planning attention was focused primarily on acquisition of equipment rather than integration of technology into curriculum.

Extent

171 p.

Comments

College of Education|FAU Electronic Theses and Dissertations Collection|Thesis (Ed.D.)--Florida Atlantic University, 1997.|College of Education

Identifier

FADT12520

Format

pdf

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