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Email has become so ingrained in our lives that reading and responding may be a task we perform mindlessly many times throughout the day.  For a school administrator, some messages can be urgent, such as the unplanned absence of a staff member or a pressing matter with a student, and may in fact, keep them from building important relationships within schools.  This article explores the lived experiences of school administrators in a phenomenological study that investigates the significance of a digital communications technology within the K-12 school environment. Being conscious of email’s affordances as well as what it can produce may assist administrator in using this technology in more mindful ways.

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Joni Turville 2693
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