Date of Conferral







Don J. Jones


AbstractSmart Board Technologies (SBTs) are prevalent in K–6 schools and teachers are expected to use them to enhance student learning. The Smart Board (SB) may not be used effectively in the classroom. The effective use of the SB increases student engagement and performance. To ensure the effective use of the SB, the principal’s role is crucial. While the teachers’ perspectives about SBT use in pedagogy have often been researched, the literature concerning principals’ perspectives in SBT integration is scarce. The purpose of this basic qualitative study was to understand principals’ perspectives regarding their leadership roles in SBT integration. Bass’s theory of transformational leadership and the learning and technology policy framework were the conceptual frameworks for this study. The research questions focused on the perspectives of the principals regarding their leadership roles in the integration of SBTs, and how they develop policies and practices that support the effective use and integration of SBTs in their schools. The purposeful sample included seven K–6 principals. Data were collected using telephone interviews, and follow-up interviews were used to triangulate the data. NVivo12 software was used to find emergent themes from the data. The results revealed the perspectives of the principals that the SBTs were used majority of the time by teachers and were based on the teacher’s attitude toward the technologies; and how SBTs were used varied from classroom to classroom. The results may lead to positive social change as it may provide insight on the importance of providing ongoing technology training and support for teachers and insight on policy implementation to ensure the effective use of SBTs to enhance student engagement and performance.