Abstract
AbstractWhere and when innovation occurs in the United States (U.S.) early education schools depends greatly on the congruency of long-standing workplace norms, access to resources, and the actual oversight of school leadership. Norms include many factors not the least of which is a work groups’ desire to improve. Resource access is controlled in large part by the government, both local and national. And finally, oversight of work methods and organizational communications is difficult for early education school leadership due to the high educator turnover rate, educator qualifications and traits, such as the emotional-intelligence of the work group, and the low rate of pay for the industry. Although government initiatives and individual school initiatives alike frequently focus on ‘quality service’, the workforce is simultaneously challenged with emotional intelligence factors. Leadership education of school leaders must collaborate a wide set of divergent perceptions of what constitutes quality service and which organizational communication will be enhanced by technology. The examination of data in a November 2012 survey focuses on what the educators perceive, what technology educators have access to, how educators are using technologies they have access to, and what educators view as connected among technologies and school quality.
Highlights
Innovation is necessary for quality improvement in the cycle of organizational life (Nishiguchi, 2001; Scott, 2003; Steensman & Corley, 2001)
Hypothesis 1 Early education school educators have a negative perception of the Information and Communication Technology (ICT) initiatives regulated by the Massachusetts Department of Education (DOE)
Hypothesis 3 Early education school educators give feedback involving the Information and Communication Technology (ICT) initiatives regulated by the Massachusetts Department of Education (DOE) to the effect that time spent on these systems derails other quality initiatives
Summary
Innovation is necessary for quality improvement in the cycle of organizational life (Nishiguchi, 2001; Scott, 2003; Steensman & Corley, 2001). With regard to innovative thinking or announcements of new initiatives, the typical U. S. early educator lacks education or experience needed to view multiple sides of an issue. S. early educator includes terms such as ‘preschool teacher’, ‘day care worker’, ‘early childhood professional’, and ‘educator’. The credential for entrylevel educator is typically less than one year in the classroom and one, fortyhour college course (U.S Census Bureau, 2012a). In this project, the term educator will be used to denote all employees caring for children under the age of 5 years. Entry level educators and long-term educators have different views on the usefulness or uselessness of technology and the impact of this divergence is powerful.
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