ABSTRACT
Influential educational policies such as the Technology Standards for School Administrators (TSSA) have mandated program changes for schools and universities (TSSA Collaborative, 2001). These specify that aspiring leaders be familiar with advanced learning technologies and adapt to the new high-powered, technology-infused curriculum leadership (National Policy Board for Educational Administrators for the Educational Leadership Constituent Council, 1995). Administrators, in turn, must be capable of making informed data-based decisions affecting technology infusion and curriculum reform (Chen et al., 2005). Even “the most basic uses of technology have a vital function beyond their apparent application” (Mullen, 2004a, pp. 135–136). Hence, course and program offerings that match the real-life experiences of students and staff outside of school support the modernization of school curriculum.
