Department of Educational Administration


Date of this Version

Fall 12-2012

Document Type



A DISSERTATION Presented to the Faculty of The Graduate College of the University of Nebraska In Partial Fulfillment of the Requirements For the Degree of Doctor of Education, Major: Educational Administration, Under the Supervision of Professor Miles Bryant. Lincoln, Nebraska: December, 2012

Copyright (c) 2012 Nathan S. Grosshandler


School counseling is progressing from the tradition of responsive services to a proactive system linked to school mission (Dahir, 2009, p 4.). This paradigm shift within the profession has drastically increased the responsibility required of school counselors.

This study explored data drawn from a population of school counselors at Recognized American School Counselor Association (ASCA) Model Programs (RAMP). A multi-phase, sequential explanatory mixed methods design was used for this study. The study focused on nine specific technologies: website, e-mail, Internet, Microsoft Word, Microsoft Excel, Microsoft PowerPoint, student database system, social networking platforms, and EZ Analyze. Mean scores, frequency distribution tables, and rankings regarding usage frequencies and purposes were determined and framed within the four quadrants of the ASCA National Model.

In the second qualitative phase of the study, school counselors identified three emerging themes relative to the use of technology in school counseling: communication, inappropriate technology usage, and data collection and anaylsis.

The following five conclusions emerged:

1) Social networking platforms have not been widely accepted by school counselors at RAMP schools.

2) The findings of this study support previous findings which demonstrate increases in the use of technology within the profession of school counseling over time.

3) The types of technologies used by school counselors at RAMP schools in a are consistent from school counselor to school counselor.

4) School counselors at RAMP schools have similar concerns regarding technology integration within the profession.

5) A need exists for increased preparation and professional development for school counselors in regards to technology usage for the purpose of data collection and analysis.

Recommendations for future studies include:

1) Repeat this study with a much larger, multifarious population.

2) Identify the influence age has on the technology usage frequency of school counselors.

3) Research the role of school setting when analyzing technology usage frequencies in regards to school counselors.

4) Studies that examine the continued transition of school counseling programs from responsive to proactive practices.

Adviser: Miles Bryant