Ove Edvard Hatlevik & Hans Christian Arnseth (2012) ICT, Teaching and Leadership: How do Teachers Experience the Importance of ICT-Supportive School Leaders? Nordic Journal of Digital Literacy / 2012 / Nr 01
The purpose of this study was to explore the relations between teachers’ experiences with ICT-supportive school leaders, perceived usefulness of computers, perceived learning outcomes for students and teachers’ use of computers in their teaching. A total of 386 teachers from a nationwide sample of primary and lower secondary schools participated in the study. The correlation analysis revealed that teachers with higher levels of ICT-supportive leaders reported higher levels of perceived usefulness of computers, perceived learning outcomes for students and more frequent use of computers compared with teachers reporting lower levels of ICT-supportive leaders. Regression analysis indicated that two factors, ICT-supportive school leaders and perceived learning outcomes for students using computers, explained 25 percent of the variation in perceived usefulness of computers.
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Berret, B., Murphy, J., & Sullivan, J. (2012). Administrator insights and reflections: Technology integration in schools. The Qualitative Report, 17(1), 200-221.
There are numerous technology tools that educators utilize to support student learning. Often, technology is mandated from the top down with school administrators’ responsible for overseeing the implementation. Innovative technological approaches to learning often meet resistance within schools. The pervasive culture in education is counteractive to technology integration, which may be useful to pedagogy and in the long run may help students deal with the ever growing level of technology present in today’s society. Characteristics are identified at two out of four schools as a way of assessing the progress of technology integration and locating individuals who will help move the process forward. This knowledge, combined with competent leadership, makes the difference between success and failure of an innovation implementation.
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John D. Shank, Nancy H. Dewald (2012), Academic Library Administrators’ Perceptions of Four Instructional Skills, College & Research Libraries vol. 73 no. 1 78-93
The profession is in the midst of an unprecedented paradigm shift, moving from print-based to digital-based information. This dramatic change is impacting, and will continue to impact, the academic library. Clearly, it is vital to have highly skilled employees who are able to rapidly adapt to the changes as well as drive the innovations within the field. This study raises a very big question: who is responsible for driving that process? If, as the authors suppose, library administrators are key players in facilitating the hiring of new or redefined positions, then, based on the survey data, library administrators might be restraining change within the educational role of the library because of their biases.
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Joan E. Talbert (2009) Professional Learning Communities at the Crossroads: How Systems Hinder or Engender Change, Springer International Handbooks of Education, 2009, Volume 23, Part 3
My observations stem from 10 years of research in the Center for Research on the Context of Teaching (CRC) at Stanford University. Scholars at CRC have been studying initiatives to create teacher PLCs in schools and to change school districts into learning organizations. All are struggling to get it right – to achieve the vision of teachers collaborating to continually improve student achievement. We find that system conditions that support the work of PLCs – such as a comprehensive education plan, integrated learning resources, local knowledge resources, robust data and accountability system, extended time for teacher collaboration, and leaders committed to PLCs – are not sufficient to engender change in professional culture and teachers’ work lives. This chapter addresses the question of why teachers respond negatively to PLC initiatives that aim to increase their professional judgment and accountability. First, I discuss core principles of a PLC and how they challenge typical school culture. Then I describe two paradigmatic approaches to PLC development and how participants typically respond to each approach. And finally, I draw lessons from school district experience with PLCs and identify the obstacles that must be overcome if this approach to improved student learning outcomes is to be successful.
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Vanderlinde, B. R., Braak, J. V., Windt, V. D., Tondeur, J., Hermans, R., & Sinnaeve, I. (2008). Technology Curriculum and Planning for Technology in Schools: The Flemish case. TechTrends, 52(2), 23-26.
As a significant step in the consolidation of the importance of technology in education, the Flemish Government recently (September 2007) introduced a formal technology curriculum for schools. This compulsory curriculum replaces already existing but non-binding technology guidelines and is an important action in the Flemish policy of educational technology support. The introduction of a technology curriculum brings educational technology in schools to a turning point: Technology is no longer considered as being dependent on teachers’ individual efforts or willingness, but is becoming compulsory at the school level. The Flemish educational technology curriculum is written in terms of attainment targets. These targets are minimum objectives concerning the knowledge, insight, skills, and attitudes the government regards as necessary for and attainable by pupils at different educational levels. The formulation of a compulsory technology curriculum opens new perspectives for Flemish schools when working on putting technology into practice. Schools are challenged to translate the technology curriculum into concrete teaching and learning activities. For this purpose, they can use the online tool PICTOS (Planning for ICT on School) to establish their school-based technology plan. This article discusses the five design principles which, at the same time, act as characteristics of PICTOS
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(2010). Educational Research and Innovation Inspired by Technology, Driven by Pedagogy: A Systemic Approach to Technology-Based School Innovations. SourceOECD Education Skills, 2010(27), 164. OECD – Organisation for Economic Co-operation and Development
This report highlights key issues to facilitate understanding of how a systemic approach to technology-based school innovations can contribute to quality education for all while promoting a more equal and effective education system. It focuses on the novel concept of systemic innovation, as well as presenting the emerging opportunities to generate innovations that stem from Web 2.0 and the important investments and efforts that have gone into the development and promotion of digital resources. It also shows alternative ways to monitor, assess and scale up technology-based innovations. Some country cases, as well as fresh and alternative research frameworks, are presented.Today, sufficient return on public investments in education and the ability to innovate are more important than ever. This was the conclusion of the international conference on “The School of Tomorrow, Today” organised by the OECD Centre for Educational Research and Innovation with the support of the Secretariat of Education of the State Santa Catarina (Brazil), in November 2009. The conference and this resulting report share the overall goal of addressing the issue of how education systems achieve technology-based innovations.
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Cox, S., & Graham, C. (2009). An elaborated model of the TPACK framework. Proceedings of Society for Information Technology Teacher Education International Conference 2009 (pp. 4042-4049). AACE
The introduction of the TPACK Framework has facilitated new and more rigorous study of teachers knowledge and use of technology in the classroom. However, the community interested in TPACK is still striving to develop a common understanding of what each construct in the framework means. A review of the research surrounding TPACK shows that there are still widely differing perceptions regarding how to operationalize the TPACK constructs and define boundaries between them. This paper reports on a conceptual analysis that was done to clarify construct definitions and boundaries in the TPACK framework. The research review and interviews with leading researchers have helped the authors to create an elaborated TPACK framework with case examples that further articulates the TPACK constructs and boundaries between them. The authors also suggest directions for future TPACK research.
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Davies, P. M. (2010). On school educational technology leadership. Management in Education, 24(2), 55-61.
This analysis of the literatures on school educational technology leadership addresses definitions of school technology leaders and leadership, their role in educational change, and why schools are now changing as a result of 21st century advancements in technology. The literatures disagree over the definition of educational technology leadership. Further examination revealed that technology leadership is about the reorganization of teaching rather than the process of teaching itself. Several gaps relating to who is doing research on technology leadership are identified, and an attempt is made to assemble a model showing how schools can organize technology leadership so that teaching and learning remain the central focus.
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Sugar, William; Holloman, Harold. Technology Leaders Wanted: Acknowledging the Leadership Role of a Technology Coordinator
TechTrends: Linking Research and Practice to Improve Learning, v53 n6 p66-75 Nov 2009.
Technology currently plays a crucial role in impacting teaching practices within schools. Similarly, a technology coordinator performs several tasks within a school environment and plays multiple roles that influence teaching and learning each day. Described as a “position with a protocol,” Frazier and Bailey (2004) noted that effective technology coordinators “need to be comfortable wearing many hats” (p. 2). A technology coordinator exhibits an assortment of activities in interactions with teachers, including: instructing teachers on a particular set of skills in learning about a new technology; solving teachers’ technical problems; providing access to existingtechnology resources; and collaborating with teachers to develop curricular materials for their classrooms; and other similar activities (Sugar, 2005). If well-prepared and fully comprehending their role within a particular school or school district, “multi-hat”technology coordinators also play a crucial role in leading teachers in developing effective K-12 school environments. This article analyzes this crucial role by proposing four main responsibilities of a technology coordinator and concentrates on examining possible leadership characteristics of a technology coordinator within a particular school. The four responsibilities of a technology coordinator, namely: (1) Instruction; (2) Technical; (3) Analysis; and (4) Leadership, are discussed.
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