Administrative problem solving in the information age

Abstract

The information age is upon us. In schools across the country, administrators are making important decisions about how best to employ computer technology. This case study of an expert educational administrator looks at computer use from a problem‐solving perspective, focusing on the relationship between how this school leader thinks about and acts on technological capacity. It examines the personal attributes and perceptions that underlie his effective application of technology and finds them interwoven with the same cognitive and behavior skills he employs across his problem solving. It explores the connections he makes between school and community and between administrative and instructional technology.