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School Leaders: Guiding Teachers into the Digital Age

School Leaders: Guiding Teachers into the Digital Age
Image credit: iStockphoto We all know that leadership is important in education. Without strong leadership, education initiatives tend to crash and burn. This standard holds that leaders develop their own and others' capacity to learn and lead professional learning, advocate for it, provide support systems, and distribute leadership and responsibility for its effectiveness and results. I thought about this standard while reading a recent evaluation of an on-demand computer-based professional learning application. These results add to the evidence on the importance of leadership in professional learning and help combat the rhetoric that we don't know what effective professional learning is (we do). As we move deeper and deeper into the information age, more and more professional learning will occur digitally, and that professional learning will be more and more dedicated to digital learning for students. Klososky believes that school leaders need to become "technology masters." Related:  LeadershipmhsullivDigital teknik

The Obsolete Tech Director The role of the typical school district technology director has become obsolete. Speak with your average teacher in many school districts in America, and you’ll find the technology department is better known for getting in the way than for serving the educational needs of both staff and students. Many technology departments, led by obsolete tech directors, are inadvertently inhibiting learning. The mantra of ‘lock it and block it’ no longer works in a 21st century digital learning environment. How can Technology Directors avoid becoming obsolete? 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. Students and staff need technology directors that have not made themselves obsolete. This is a cross-post from SmartBrief on Education. About Tom Tom Murray serves as the Director of Technology and Cyber Education for the Quakertown Community School District in Bucks County, Pa.

The Future of Learning Institutions in a Digital Age 5 tips om tekniksäkerhet This was written by Lynette Owens, director of Trend Micro’s Internet Safety for Kids and Families division. By Lynette Owens The Internet has always been around as far as our children can tell. Today, as many as half of all kids up to age 8 use Internet-connected devices, 7.5 million kids under 13 use Facebook, and 30% of apps on parents’ phones are downloaded by their kids. Two-year-old Maggie Awad plays an app game called, Icee Maker, on her mother's IPod Touch (Melina Mara/THE WASHINGTON POST) watching videos, or using Skype with far-off relatives. This is not bad news. We are in an interesting time in history when models of teaching and learning are being enhanced in ways not previously possible without technology. It is safe to assume that our schools will most certainly be wired for improving learning and teaching, if not today, then soon. But I challenge the assumption that the job of teaching kids to be good citizens of the Internet is solely within the purview of schools. 1.

It Takes Leaders to Be a Community Yes, it takes a community to be a leader. There is another side to the equation, too. It takes leaders to be a community, to empower a community. A community is a group of people. When leadership is mixed in, the community begins to bloom. It enlivens people to show empathy, act for broader goodness, and build relationships that lift all up. To be a leader in a community carries a certain responsibility. Four Leadership Responsibilities #1: Encourage diversity. There is more than one way to solve problems or move initiatives forward. #2: Engage others. #3: Activate action. #4: Enhance the foundation. An Important Formula There are two sides of an equation for strong leaders and strong communities. While our call may be simple, our efforts require much. Encourage diversityEngage othersActivate actionEnhance the foundation We need to connect with our communities to advance society forward purposefully. What would you add to the responsibilities required to empower and lead a community?

The Administrator's Role in Technology Integration Teachers often come under fire for their failure to fully integrate technology into their classrooms. Until recently, however, very little has been said about the role of school administrators in technology integration. This month, the Education World Tech Team discusses how they think principals and other administrators can optimize technology use in their schools. "The most effective way school administrators can promote technology use is to themselves be knowledgeable and effective users of technology," says Betty Kistler, computer technology coordinator at Tuckahoe School in Southampton, New York. "Principals play a big role in setting the climate of a building," agrees Cathy Chamberlain, a technology consultant in the Oswego (New York) City School District. "Teachers who are on the fence -- or think they don't have time to get involved with technology -- think twice when they sense a positive attitude on the part of the administration. What do they need to know? What they need to do?

The Principalship:The Changing Role of the Technology Director Like many educators in my current position—school technology directors, chief technology officers, or others who have responsibility for all things that plug in, use batteries, beep, or depend on a digital network—I never imagined this as a job when I was growing up. My high school guidance counselor in 1970 did not suggest this as a career choice because such a job did not exist then. Even when I was hired by my current school district in 1991, my title was "audiovisual director," and I replaced a fellow whose primary tasks were silk-screening school logos on record players, developing black-and-white film, stocking overhead projector lamps, and supervising the guy who fixed 16mm film projectors. Although my previous experience in education was as an English teacher and librarian, my same-age peers have come to technology leadership positions through a number of pathways, with math and science teaching being the most common. Evolving Challenges Forget about IT as you know it today.

The False Promise of Classroom Technology - Businessweek The cover story of Life magazine on Oct. 16 was “U.S. Schools: They Face a Crisis.” Of course, there’s pretty much always a sense of crisis in education—in fact, the Life story dates from 63 years ago: Oct. 16, 1950—and it isn’t limited to the U.S. Two weeks ago, the U.K. announced it would revamp its curriculum and testing for 16-year-olds yet again, on the basis (yet again) that the previous system wasn’t rigorous enough. Both the American and British school systems could surely do better. For all the complaints Americans have about their schools, other countries have far more reason to worry than we do. One common response has been to put more computers in schools. As any parent knows, kids love computers. It’s great when that natural curiosity can be used to help educate children. Sadly, however, the wider educational impact of wiring up schools and homes and giving computers to kids has been disappointing. That’s not to say we should ban computers from the classroom altogether.

Appar för elever i behov av läs- och skrivstöd By phaewilk MorgueFile Jag brinner för att alla elever ska få tillgång till litteraturen, att få uppleva bokstävernas underbara värld. Jag är själv en bokmal men läser idag nästan uteslutande med öronen (jag lyssnar på ljudböcker). Jag önskar att alla elever på sina egna villkor ska få möjlighet till att ta till sig alla spännande äventyr som gömmer sig bakom alla bokstäver, och inte bara det. Att om man som jag har behov av glasögon är det helt naturligt att man blir uppmanad att gå till en optiker och undersöka vilka glasögon som är lämpliga för att jag ska kunna fungera i vardagen på samma sätt som alla andra…. By Sgarton MorgueFiles Men om jag har svårt att läsa eller skriva är det inte lika självklart att jag blir uppmanad att använda något redskap för att kunna presetera lika bra som mina klasskamrater. Det är ingen som säger till elever med glasögon att i grupprummet finns möjlighet till hjälp, där har vi glasögon. Vem skriver idag på en dator utan rättstavningsfunktion? Relaterade

Leading Curriculum Change | Learning Centre Skip to main content Leading Curriculum Change Registration is free for Australian school education professionals. Leading Curriculum Change features twelve online, structured learning modules which will give teachers the knowledge, skills and confidence to lead the implementation of a curriculum change project at their school. The learning follows four pathways, focussing on skills in: teacher leadership,leading community engagement,leading curriculum implementation, andmanaging innovation and change. Participants can study any or all of the pathways according to their interest and will be certified according to the modules and/or pathways they complete. Key features of the program include: study online, at your own paceaccess high-quality, evidence-based content developed by expertsdevelop a deep understanding of the context and design of the Australian Curriculumplan for the implementation of the Australian Curriculumlearn alongside colleagues from across Australia. Type: Program

The connected leader HBR: How Poor Leaders Become Good Leaders They improved their communication effectiveness.They made an effort to share their knowledge and expertise more widely. They developed a broader perspective.They began to encourage cooperation rather than competition. These four skills, of the nine identified by Jack Zenger and Joseph Folkman, are some of the core skills for connected leaders. In complex environments, weak hierarchies and strong networks are the best organizing principle. Here is how a connected workplace should function. Networked contributors (whether they are full-time, part-time, or contractors) do the bulk of the knowledge work at the edges of the organization. The connected workplace requires collaboration as well as cooperation. Connected leaders know that people naturally like to be helpful and get recognition for their work. Solving problems is what most knowledge workers are hired to do. #itashare

Assessing Faculty’s Technology Needs (EDUCAUSE Quarterly Key Takeaways A center for teaching excellence can ease the transition to the 21st century classroom by responding to faculty needs. The University of South Carolina's Center for Teaching Excellence investigated faculty's training needs in order to integrate technology into the classroom. A survey of assistance needed, including support and training, resulted in suggestions for helping faculty integrate technology pedagogy. Teaching students in the 21st century has new implications for today's classroom at all educational levels. Figure 1. The integration of technology at the postsecondary level varies from campus to campus depending on funding, student populations, and faculty interest. Literature Review However, faculty may develop increased apprehension when the pressure to integrate technology within the curriculum encounters a lack of familiarity with technology. Centers for teaching excellence must provide assistance in the transition as faculty become better teachers. Methodology

Handbok för IKT-pedagoger