Pub Date : 2002-10-01DOI: 10.1080/14759390200200141
Thérèse Laferrière, Alain Breuleux
Abstract The purpose of this article is to examine technology leadership issues and challenges with an emphasis on TeleLearning Professional Development Schools. A qualitative analysis of professional educators' practices as early adopters of information and communication technologies (ICTs) was conducted. Ethnographic data were gathered from a broad variety of activities organized or supported by the TeleLearning Network of Centres of Excellence (Canada, 1995–2002). Research results point to 1. themes indicating that substantive technology leadership is manifest (leadership for partnership, leadership for learning to teach with ICTs, and leadership in research for innovation), 2. leadership issues at different levels of integration of ICTs, and 3. creative tensions and related challenges
{"title":"Leadership issues and challenges in telelearning and teacher education","authors":"Thérèse Laferrière, Alain Breuleux","doi":"10.1080/14759390200200141","DOIUrl":"https://doi.org/10.1080/14759390200200141","url":null,"abstract":"Abstract The purpose of this article is to examine technology leadership issues and challenges with an emphasis on TeleLearning Professional Development Schools. A qualitative analysis of professional educators' practices as early adopters of information and communication technologies (ICTs) was conducted. Ethnographic data were gathered from a broad variety of activities organized or supported by the TeleLearning Network of Centres of Excellence (Canada, 1995–2002). Research results point to 1. themes indicating that substantive technology leadership is manifest (leadership for partnership, leadership for learning to teach with ICTs, and leadership in research for innovation), 2. leadership issues at different levels of integration of ICTs, and 3. creative tensions and related challenges","PeriodicalId":179558,"journal":{"name":"Journal of Information Technology for Teacher Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2002-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133143799","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2002-10-01DOI: 10.1080/14759390200200137
Allen D. Glenn
Abstract Deans and directors of education in the United States are being asked to position their schools, colleges and departments of education (SCDE) for teaching and learning in the twenty-first century. A key question related to this effort is ‘How is the unit going to utilize current and emerging technologies as an integral part of their planning for instructional and managerial problems? ’ If deans and directors are to answer this question in an innovative way, at least two things must happen. First, they must understand their role as institutional technology leaders. Second, they must engage faculty, staff, and students in the careful exploration of three critical questions: 1. How does the SCDE create and maintain a technology infrastructure to support innovative instruction and program delivery? 2. How can the SCDE prepare faculty, staff, and students to teach and learn in a connected learning environment? And, 3. How best can the SCDE deliver programs in this new environment? This article describes why deans and directors must be leaders if technology is to be a part of the renewal process, discusses the issues related to each of the three questions, and provides a series of questions for deans and directors to stimulate discussion and planning efforts
{"title":"The challenges of leadership in a connected education environment","authors":"Allen D. Glenn","doi":"10.1080/14759390200200137","DOIUrl":"https://doi.org/10.1080/14759390200200137","url":null,"abstract":"Abstract Deans and directors of education in the United States are being asked to position their schools, colleges and departments of education (SCDE) for teaching and learning in the twenty-first century. A key question related to this effort is ‘How is the unit going to utilize current and emerging technologies as an integral part of their planning for instructional and managerial problems? ’ If deans and directors are to answer this question in an innovative way, at least two things must happen. First, they must understand their role as institutional technology leaders. Second, they must engage faculty, staff, and students in the careful exploration of three critical questions: 1. How does the SCDE create and maintain a technology infrastructure to support innovative instruction and program delivery? 2. How can the SCDE prepare faculty, staff, and students to teach and learn in a connected learning environment? And, 3. How best can the SCDE deliver programs in this new environment? This article describes why deans and directors must be leaders if technology is to be a part of the renewal process, discusses the issues related to each of the three questions, and provides a series of questions for deans and directors to stimulate discussion and planning efforts","PeriodicalId":179558,"journal":{"name":"Journal of Information Technology for Teacher Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2002-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122905153","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2002-10-01DOI: 10.1080/14759390200200138
John Schiller
Abstract The ways in which we teach, the ways in which children learn, and the ways in which we manage schools are changing as a result of implementation of information and communications technology (ICT). Recent reports in the USA and Australia demonstrate that considerable progress has been made in ICT adoption in schools but that there are huge variations in implementation of ICT from classroom to classroom and from school to school. It is argued in this article that one factor which might explain some of this variation in elementary schools is the way in which principals undertake their responsibilities. The elementary principal has a major role in facilitating the implementation of ICT in schools as he or she can influence the organisational and social culture of the school through his or her interventions. Further, it is suggested that the quantity and quality of these interventions regarding ICT may have impact on implementation of ICT. Research findings from an exploratory study in a regional area of New South Wales, Australia, will be used to illustrate interventions by principals which lead to a higher degree of success in implementation of ICT in their schools
{"title":"Interventions by school leaders in effective implementation of information and communications technology: perceptions of Australian principals","authors":"John Schiller","doi":"10.1080/14759390200200138","DOIUrl":"https://doi.org/10.1080/14759390200200138","url":null,"abstract":"Abstract The ways in which we teach, the ways in which children learn, and the ways in which we manage schools are changing as a result of implementation of information and communications technology (ICT). Recent reports in the USA and Australia demonstrate that considerable progress has been made in ICT adoption in schools but that there are huge variations in implementation of ICT from classroom to classroom and from school to school. It is argued in this article that one factor which might explain some of this variation in elementary schools is the way in which principals undertake their responsibilities. The elementary principal has a major role in facilitating the implementation of ICT in schools as he or she can influence the organisational and social culture of the school through his or her interventions. Further, it is suggested that the quantity and quality of these interventions regarding ICT may have impact on implementation of ICT. Research findings from an exploratory study in a regional area of New South Wales, Australia, will be used to illustrate interventions by principals which lead to a higher degree of success in implementation of ICT in their schools","PeriodicalId":179558,"journal":{"name":"Journal of Information Technology for Teacher Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2002-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126629929","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2002-10-01DOI: 10.1080/14759390200200140
I. Gibson
Abstract Expectations for education are changing. The knowledge base of education is changing. Conceptions of how individual learning occurs are changing. The tools available to ‘do’ education are changing. The roles of teachers are changing. Understandings of what should be learned, who should be learning, how they learn, where they learn, and when they learn, are changing. So, in the face of this changing twenty-first century education it is not surprising that expecting school leaders to recreate their conceptions of appropriate leader behavior presents quite a challenge. This article explores the necessity of incorporating authentic global technology experiences in the preparation of school leaders and presents a description of the rationale and developmental stages of the Global Forum on School Leadership. Based on the existing practices of reflection and dialog found in the leader preparation program at Wichita State University in the United States, this Forum brings together leadership perspectives on common practices from a variety of global locations in an asynchronous, Internet-based discussion format. This learning experiment focused on incorporating a needed global orientation to leadership preparation following the September 11 and Bali tragedies, and emphasizes the use of appropriately selected technologies to achieve expanded course objectives at the same time as transforming the learning model traditionally employed in leader preparation programs
{"title":"Leadership, technology, and education: achieving a balance in new school leader thinking and behavior in preparation for twenty-first century global learning environments","authors":"I. Gibson","doi":"10.1080/14759390200200140","DOIUrl":"https://doi.org/10.1080/14759390200200140","url":null,"abstract":"Abstract Expectations for education are changing. The knowledge base of education is changing. Conceptions of how individual learning occurs are changing. The tools available to ‘do’ education are changing. The roles of teachers are changing. Understandings of what should be learned, who should be learning, how they learn, where they learn, and when they learn, are changing. So, in the face of this changing twenty-first century education it is not surprising that expecting school leaders to recreate their conceptions of appropriate leader behavior presents quite a challenge. This article explores the necessity of incorporating authentic global technology experiences in the preparation of school leaders and presents a description of the rationale and developmental stages of the Global Forum on School Leadership. Based on the existing practices of reflection and dialog found in the leader preparation program at Wichita State University in the United States, this Forum brings together leadership perspectives on common practices from a variety of global locations in an asynchronous, Internet-based discussion format. This learning experiment focused on incorporating a needed global orientation to leadership preparation following the September 11 and Bali tragedies, and emphasizes the use of appropriately selected technologies to achieve expanded course objectives at the same time as transforming the learning model traditionally employed in leader preparation programs","PeriodicalId":179558,"journal":{"name":"Journal of Information Technology for Teacher Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2002-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131644950","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2002-10-01DOI: 10.1080/14759390200200136
N. Davis
Abstract Educational systems around the world are changing rapidly in response to the technological and economic restructuring that is sweeping our societies. Teacher educators who have adopted information and communication technologies (ICT) are often cast in the role of agents of change to lead education's response with the promise and potential of technology. However, the complexity of the interacting educational systems in which teacher educators work is demanding and bewildering at times. These leaders can benefit from a set of dynamic models through which to interpret, experience, and inform their vision so that ICT may serve education and today's diverse societies. This article discusses two dynamic models that have proved their value to the author over a decade. The key concepts and characteristics of complex systems and dynamic models to promote appropriate shared leadership of information technology (IT) in teacher education are illustrated by experience and related research to improve the effectiveness of IT in teacher education. Complex systems, as characterized by Paul Cilliers (1998), are used to provide an overarching dynamic model. The aim is to inform our shared leadership of this important aspect of educational systems worldwide. The article ends with an invitation to comment and critique this novel approach
{"title":"Leadership of information technology for teacher education: a discussion of complex systems with dynamic models to inform shared leadership","authors":"N. Davis","doi":"10.1080/14759390200200136","DOIUrl":"https://doi.org/10.1080/14759390200200136","url":null,"abstract":"Abstract Educational systems around the world are changing rapidly in response to the technological and economic restructuring that is sweeping our societies. Teacher educators who have adopted information and communication technologies (ICT) are often cast in the role of agents of change to lead education's response with the promise and potential of technology. However, the complexity of the interacting educational systems in which teacher educators work is demanding and bewildering at times. These leaders can benefit from a set of dynamic models through which to interpret, experience, and inform their vision so that ICT may serve education and today's diverse societies. This article discusses two dynamic models that have proved their value to the author over a decade. The key concepts and characteristics of complex systems and dynamic models to promote appropriate shared leadership of information technology (IT) in teacher education are illustrated by experience and related research to improve the effectiveness of IT in teacher education. Complex systems, as characterized by Paul Cilliers (1998), are used to provide an overarching dynamic model. The aim is to inform our shared leadership of this important aspect of educational systems worldwide. The article ends with an invitation to comment and critique this novel approach","PeriodicalId":179558,"journal":{"name":"Journal of Information Technology for Teacher Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2002-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132114386","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2002-10-01DOI: 10.1080/14759390200200135
Zahrl Schoeny
{"title":"Leadership of Information Technology in Education","authors":"Zahrl Schoeny","doi":"10.1080/14759390200200135","DOIUrl":"https://doi.org/10.1080/14759390200200135","url":null,"abstract":"","PeriodicalId":179558,"journal":{"name":"Journal of Information Technology for Teacher Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2002-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128506207","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2002-10-01DOI: 10.1080/14759390200200139
D. Chambers
Abstract Problem-based learning and the Cognitive Apprenticeship Model were used to support undergraduate education students in developing skills required for information technology leadership roles in a school. With decentralised management of schools, the leadership roles that a new graduate may take on include being a member or chair of the school's information technology (IT) committee. Students responded well to this approach to learning and reported substantial benefits from it. This article briefly describes the framework underlying the course design and presents data indicating substantial gains in students' reported knowledge and confidence regarding undertaking IT leadership roles in a primary school
{"title":"Developing school information technology leaders for the future","authors":"D. Chambers","doi":"10.1080/14759390200200139","DOIUrl":"https://doi.org/10.1080/14759390200200139","url":null,"abstract":"Abstract Problem-based learning and the Cognitive Apprenticeship Model were used to support undergraduate education students in developing skills required for information technology leadership roles in a school. With decentralised management of schools, the leadership roles that a new graduate may take on include being a member or chair of the school's information technology (IT) committee. Students responded well to this approach to learning and reported substantial benefits from it. This article briefly describes the framework underlying the course design and presents data indicating substantial gains in students' reported knowledge and confidence regarding undertaking IT leadership roles in a primary school","PeriodicalId":179558,"journal":{"name":"Journal of Information Technology for Teacher Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2002-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128878764","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2002-07-01DOI: 10.1080/14759390200200129
R. Rees
Abstract This article documents observations of pre-service teachers about how both students and teachers are using information technology in 374 secondary classrooms in Ontario, Canada. Also reported are some of the challenges that have resulted since the advent of this technology in these schools. The findings have direct implications for teacher education. Not only must teacher candidates learn how to use and apply this new technology, but they must be made aware of other issues (such as classroom management issues) stemming from the integration of information technology in the classroom. Teacher education programs must remain current: one way of doing this is to investigate ongoing classroom practices and issues. This article helps to identify both
{"title":"Second year teacher candidates reflect on information technology in ontario secondary schools: how it is being used and the challenges it presents","authors":"R. Rees","doi":"10.1080/14759390200200129","DOIUrl":"https://doi.org/10.1080/14759390200200129","url":null,"abstract":"Abstract This article documents observations of pre-service teachers about how both students and teachers are using information technology in 374 secondary classrooms in Ontario, Canada. Also reported are some of the challenges that have resulted since the advent of this technology in these schools. The findings have direct implications for teacher education. Not only must teacher candidates learn how to use and apply this new technology, but they must be made aware of other issues (such as classroom management issues) stemming from the integration of information technology in the classroom. Teacher education programs must remain current: one way of doing this is to investigate ongoing classroom practices and issues. This article helps to identify both","PeriodicalId":179558,"journal":{"name":"Journal of Information Technology for Teacher Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2002-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129348445","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2002-07-01DOI: 10.1080/14759390200200132
Kyriacos Charalambous, Y. Karagiorgi
Abstract In-service education and training (INSET) is considered a crucial issue for the implementation and institutionalisation of new information and communication technologies (ICT) in educational systems worldwide. A pilot programme for ICT implementation has been running since 1994 in a number of Cypriot primary schools. The provision of INSET in relation to this particular programme appears problematic. Therefore, two studies were independently conducted in 1996 and 1998 to highlight teachers' training background and needs. The second study also aimed to investigate the content and form of ICT INSET provision in terms of the categories of professional development identified by McDougall & Squires (1997). Both studies indicate that the majority of teachers are shown to lack an ICT training background while the approach to training appears piecemeal, focused mostly on off-site training and oriented towards the acquisition of basic computer skills. However, teachers report that they prefer school-based courses, as well as courses that focus on the pedagogical dimension of ICT integration. Based on the outcomes, a national plan for teacher training in ICT is proposed, focusing on coherence, availability, efficiency and diversification
{"title":"Information and Communications Technology In-service Training for Teachers: Cyprus in perspective","authors":"Kyriacos Charalambous, Y. Karagiorgi","doi":"10.1080/14759390200200132","DOIUrl":"https://doi.org/10.1080/14759390200200132","url":null,"abstract":"Abstract In-service education and training (INSET) is considered a crucial issue for the implementation and institutionalisation of new information and communication technologies (ICT) in educational systems worldwide. A pilot programme for ICT implementation has been running since 1994 in a number of Cypriot primary schools. The provision of INSET in relation to this particular programme appears problematic. Therefore, two studies were independently conducted in 1996 and 1998 to highlight teachers' training background and needs. The second study also aimed to investigate the content and form of ICT INSET provision in terms of the categories of professional development identified by McDougall & Squires (1997). Both studies indicate that the majority of teachers are shown to lack an ICT training background while the approach to training appears piecemeal, focused mostly on off-site training and oriented towards the acquisition of basic computer skills. However, teachers report that they prefer school-based courses, as well as courses that focus on the pedagogical dimension of ICT integration. Based on the outcomes, a national plan for teacher training in ICT is proposed, focusing on coherence, availability, efficiency and diversification","PeriodicalId":179558,"journal":{"name":"Journal of Information Technology for Teacher Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2002-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131881478","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2002-07-01DOI: 10.1080/14759390200200134
Unnar Thorsteinsson, Sue Espinoza, M. Justice
Abstract Telecommunications have moved into the world of education, and educational networks have arisen in many countries. The Icelandic Educational Network (IEN) is one of these, and a recent study was undertaken to examine its role and its impact on the educational community in Iceland. A critical incident study was conducted to determine what activities educators felt have led to their successful use of the IEN. Participants were asked to describe two critical incidents that fostered their successful use of the IEN; 580 critical incidents reported by 290 subscribers at the IEN were analyzed. The data, recorded and presented in narrative and visual form, revealed six categories that foster successful use of the IEN, and frequency distribution charts showing the frequency of each incident are included here. Participant feedback has provided information regarding instructor training for telecommunication technology, and has indicated possible areas for inclusion in teacher education, and professional development activities
{"title":"The icelandic educational network: incidents reported as fostering successful use of educational networks","authors":"Unnar Thorsteinsson, Sue Espinoza, M. Justice","doi":"10.1080/14759390200200134","DOIUrl":"https://doi.org/10.1080/14759390200200134","url":null,"abstract":"Abstract Telecommunications have moved into the world of education, and educational networks have arisen in many countries. The Icelandic Educational Network (IEN) is one of these, and a recent study was undertaken to examine its role and its impact on the educational community in Iceland. A critical incident study was conducted to determine what activities educators felt have led to their successful use of the IEN. Participants were asked to describe two critical incidents that fostered their successful use of the IEN; 580 critical incidents reported by 290 subscribers at the IEN were analyzed. The data, recorded and presented in narrative and visual form, revealed six categories that foster successful use of the IEN, and frequency distribution charts showing the frequency of each incident are included here. Participant feedback has provided information regarding instructor training for telecommunication technology, and has indicated possible areas for inclusion in teacher education, and professional development activities","PeriodicalId":179558,"journal":{"name":"Journal of Information Technology for Teacher Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2002-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130752088","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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