Abstract
Purpose. The purpose of this study was to identify technology-related strategies used by educational leaders to increase prosocial behavior in K-12 schools. Information and communication technology (ICT) is developing at a rapid rate and is becoming more ubiquitous among students. Discovering and understanding common technology-related strategies for increasing prosocial behavior can help educational leaders develop or improve existing technology programs in K-12 schools. Methodology. A review of the literature established the theoretical framework consisting of digital etiquette, digital access, and digital law as key concepts related to technology and prosocial behavior in students. To identify the key strategies, educational leaders responded to a series of questions using the dynamic narrative approach, which allows for individual as well as group participation. The participants were California educational leaders with superintendent in their title. Validity was established through an expert panel of researchers, and data analysis included interrater reliability. Findings. The study identified 9 key strategies for using technology to increase prosocial behavior as perceived by educational leaders: 4 for digital etiquette, 3 for digital access, and 2 for digital law. Conclusions. The key technology strategies identified in this study represent specific actions that educational leaders can use to increase prosocial behavior in their schools. The study contributes to the literature on the digital citizenship framework and its implications for educational leaders, students, and policymakers. Recommendations. Educational leaders can follow the strategies identified in this research to implement elements of the digital citizenship model. Further research could explore the effectiveness of various digital citizenship curriculums. The findings will assist educational leaders in technology-related strategies to increase prosocial behavior in K-12 schools.