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This study focused on understanding the extent to which technology leadership is discussed, framed, and given voice in the fields of educational leadership and educational administration. To do this, we collected data and conducted content analyses on conference programs from three leading professional organizations in the field and on a selection of professional journals spanning 1997 to 2009. We found 2.12% of American Educational Research Association presentations had a technology leadership focus, compared to 2.94% for the University Council for Educational Administration and 7.40% for the National Council of Professors of Educational Administration. After determining the 25 most often-cited journals in the field, we found that 43 articles in these journals had a focus on technology leadership, most often centering on technology integration, staff development, and technology policy. Suggestions for moving forward are included. Preparing future-ready citizens who are technologically savvy, globally competent, and prepared to engage in a 21st-century knowledge-based economy with applicable skills requires a school leader who is prepared to lead changes in schooling, as catalyzed by technology and its ubiquitous presence. Collins and Halverson (2010) argued that the digital age has fostered a knowledge revolution that has transformed our jobs, home lives, and social lives and will inevitably change schools: new technologies create learning opportunities that challenge the traditional practices of schools and colleges.. .. People around the world are taking their education out of school and into homes, libraries, Internet cafes and workplaces where they can decide what they want to learn, when they want to learn and how they want to learn. (p. 18

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This article presents results from a study of a year-long, teaching and learning center-directed, professional development initiative that focused on both the technology and the pedagogical supports for online and blended course delivery at a research university. The purpose of this mixed methods study was two-fold. The first purpose was to investigate pedagogical changes that occurred as a result of the professional development that included a year-long faculty learning community by exploring influences on pedagogical changes. The second purpose was to understand the perceptions of the diffusion of innovations (DOI) characteristics that influenced the level of adoption of online/blended teaching by faculty participants. A survey was used to measure the perceived characters of innovation as defined in the theoretical framework. Following the survey, one-on-one interviews that were linked to the DOI theoretical framework were conducted to better understand those characteristics. The results presented herein focus on barriers, challenges, and successes of adopting e-learning pedagogy in these online and blended learning environments. Keywords: online learning, higher education, professional development, diffusion of innovations theory, faculty development, instructor development Richardson, J.W., Hollis, E., Pritchard, M., & Lingat, J.E.M. (2020). Shifting teaching and learning in online learning spaces: An investigation of a faculty online teaching and learning initiative. Online Learning 24(1), 67-91. https://doi.