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Mary Bonitatibus Defends Doctoral Dissertation at CSE

Mary Bonitatibus Defends Doctoral Dissertation at CSE

Morristown, N.J. (January 8, 2018) – Mary Bonitatibus of Glen Ridge, N.J., has successfully defended her doctoral dissertation at the College of Saint Elizabeth to earn an Ed.D. in Educational Leadership.

"The program was structured well for working professionals," says Bonitatibus. "I think the course selections were appropriate, diverse, and prepared me well for my next role in school administration. All of the professors were professional, knowledgeable and added their personal experiences to enhance learning."

The title of her dissertation is, "Technology Integration in the Classroom: Why Some Teachers Accept It and Others Reject It." Bonitatibus, who is a teacher at the School of Government and Public Administration at the Eastside High School campus in Paterson, N.J., explored the importance of integrating technology into classrooms.

Her dissertation hoped to ascertain why some teachers accepted technology in the classroom while others rejected it. While analyzing the data, Bonitatibus found that teachers were hesitant to integrate technology because they perceived it to be unreliable or unavailable. She also found that many teachers felt they needed to better understand how to properly integrate technology in the classroom.

One recommendation of this study suggests that administrators design a long-term professional development plan to help teachers grow and to develop new skills and knowledge in the area of technology integration in the classroom.

Bonitatibus earned a Bachelor of Science from the University of Bridgeport, Conn. and a Master of Education from Norwich University.

The doctoral program at CSE, which is dedicated to preparing leaders who are committed to social justice and ethical practice, began in August 2007. Integrated into all course work and learning activities are the central values and beliefs necessary for school leaders to function as morally purposeful stewards for their school communities. This philosophy of servant leadership represents a major shift from the traditional paradigm of school leaders as managers of resources, which is so prevalent in today's practices.

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