Abstract
Research-based evidence for the application of Senge’s learning organization principles to technology resources is needed for K-12 administrators on school resource distribution in order to enhance student learning. The purpose of this qualitative case study was to examine how mental models were used by administrators for the distribution of technology resources within a school district. Data were collected from six K-12 administrators who were purposefully selected to participate in face-to-face interviews. Data were analyzed using a thematic, within-case analysis. The findings indicated that the participants implement Senge’s principles for the distribution of technology resources. The local school district and institutes of higher education may benefit from having an awareness of the application of Senge’s learning organization model for school resources to be more equitably distributed.
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