Abstract
Abstract
The purpose of this study was to learn how professors in educational leadership use technology and how that usage effected their students’ learning experience. To gather data relevant to this study, I interviewed twelve participants from an educational leadership program: four faculty members and eight students. The data from this case study revealed that the faculty viewed technology as a tool for student engagement and motivation and for measuring student understanding in real time. They also used technology as a student-centered pedagogical tool. The students valued technologies that facilitated synchronous interactions within and beyond the classroom, as well as those that used visual media to facilitate learning. They saw a clear link between faculty proficiency with technology and their own educational experience. Their responses also showed several criteria that they used to evaluate the effective integration of technology into their leaning environment. Deeper analysis of these themes revealed the effectiveness of shifting educational leadership settings toward hybrid courses. The case study offers a theoretical framework for approaching technology use in higher education and further research into its pedagogical role.