Date Awarded

2020

Document Type

Dissertation -- Access Restricted On-Campus Only

Degree Name

Doctor of Education (Ed.D.)

Department

Education

Advisor

Megan Tschannen-Moran

Committee Member

Mark Hofer

Committee Member

Patrick O'Shea

Abstract

This study’s purpose was to describe appreciative inquiry (AI) as a strength-based approach to developing strategic plans for educational technology in a public school district. The study focused on three research questions. How do plans for educational technology emerge as participants engage in the four phases of AI during strategic planning for the future of technology in a public school district? What were participants’ experiences and perceptions of AI as a method to develop strategic plans for the future of educational technology in a public school district? To what extent did participants’ experiences using AI mirror the philosophical principles of AI? The study utilized an action research approach to collect data through technology summits, focus groups, and surveys. This study’s findings revealed that AI may offer public schools an alternative approach to strategic planning that: (a) produces strength-based organizational learning, (b) engages participants in positive dialogue, (c) generates new possibilities, (d) creates positive emotions and energy, (e) fosters commitment, and (f) develops a plan for the future of the organization.

DOI

https://doi.org/10.25774/xahf-x840

Rights

© The Author

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