The data provided substantial evidence that ETL graduates exhibit leadership skills in the personal use and implementation of Web 2.0 tools, but implementation practices with students in PK-12 were slightly lower. These results supported the work of Parker and Chao (2007) and Tapscott and Williams (2008) which indicated Web 2.0 was a relatively new paradigm for PK-12. Due to filtering restrictions and the technological environment in which PK-12 operated, ETL graduates found themselves leading the way with updating policies and procedures. Leaders in educational technology, higher education, and PK-12 should collaborate to share and publish examples of effective PK-12 implementation of Web 2.0 tools. In the emerging landscape of Web 2.0 in schools, indeed, these practices could serve as examples to school districts seeking to implement new Web 2.0 usages, but unaware of the benefits and procedures to follow.
The majority of ETL graduates noted leading the design and implementation of PK-12 school-based technology professional development to support teaching and learning. Specifically, the graduates indicated leading professional development and supporting colleagues in the use of Web 2.0 tools was a priority. The individuals serving in non-classroom staff roles such as librarians, curriculum coordinators, or technology facilitators expressed leadership experience in design and implementation of similar technology professional development opportunities at the district level. It appeared these results supported the work of Creighton (2011) in that technology leaders should keep teaching and learning a focus while investigating new technologies. Furthermore, ETL graduates shared examples of ways to mentor and support colleagues with various levels of technology expertise. The data supported Carlson and Gadio (2002) by revealing the continued need for ongoing technology professional development for themselves as well as their colleagues. ETL faculty should maintain collaboration with and support for candidates beyond graduation to ensure transference of program components into PK-12 environments. The ETL faculty should consider providing opportunities for ongoing collaboration, leadership development, and support for ETL graduates such as online professional development, web conferencing, Web 2.0 interactive sites, conference participation, presentations, and networking with individuals employed in leadership roles.
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