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School Leadership for ICT Implementation :silhouettes: (e-Confident School…
School Leadership for ICT Implementation
:silhouettes:
Up-scaling Creative Classroom (SCALE-CCR) Mapping Framework
http://is.jrc.ec.europa.eu/pages/EAP/SCALECCR3mapping.html
Nature of Innovation
Implementation Phase
Access Level
Impact Area
Target
ETS Framework
- 7 Dimensions of Information Literacy
Communicate
evaluate
Create
Integrate
Manage
Access
Define
CCR Multidimensional Concept
- 8 key dimensions & 28 reference parameters
http://is.jrc.ec.europa.eu/pages/EAP/images/pieALL_OK.jpg
UNESCO Knowledge Ladder
- 4 Education Models
Knowledge Acquisition
Basic Education
UNESCO ICT Competency Framework for Teachers
(ICT-CFT)
- 3 Teaching Approaches & Affiliated Resources
https://www.oercommons.org/hubs/UNESCO
Technology Literacy
Knowledge Creation
Knowledge Deepening
Change and Transformation
Education Epidemic Model (Hargreaves 2003)
Create the right climate
Discipline the scope (manageable and valuable)
Transform the whole learning system, including all institutions and stakeholders involved
Devise and implement a lateral strategy (clearly defined 'good' and 'best' practice, one that brings real advantages to teachers
Networks and online communities of educators that share a common goal (e.g. National College of School Leadership NCSL)
Ecological Metaphor Model (Law, Yuen & Fox 2011)
Innovations and environments co-evolve interactively
Build architectures at the initiation stage
Engage multilevel leadership involvement at different levels
Staged model of change is NOT supported
Change educational environment at school level and beyond
Diffusion of Innovation Model (Rogers 2003)
Complexity :check:
Formalization :green_cross:
Centralization :green_cross:
Interconnectedness :check:
Leader's Attitude to Change :check:
Organizational slack :check:
Size :check:
System Openness :check:
Stories of Success or Failures
Top-down reform
Bottom-up reform
Whole-School ICT Policy (Beliefs, Values and Goals; Roles of Stakeholders)
Develop 21st Century Skills
for the Digital Divide
Collaborative Learning
Creative and Critical Thinking
Shift of Learning Paradigm
Content-and Teacher-centered "consumption' process :green_cross:
Student-directed, social and problem-oriented contributive 'productive' process :check:
Rationales
Catalytic rationale: ICT as a level for change (to support learning process)
Social rationale: prepare students to deal with computers
Curriculum & Pedagogical Reform
Traditionally important orientation :green_cross:
Life-long learning orientation :check:
Connectedness orientation :check:
Challenges and Opportunities
Local Educational Policies
Technological Environment
Leadership Issues
Sustainability
Scalability
Transferability
e-Confident School
Re-engineered teaching, learning & assessment, integrating effective use of ICT
High levels of staff competence and confidence
Leading & managing distributed & concurrent learning
Effective application within organizational & management processes
Coherent personal learning development, for all leaders, teaching & non-teaching staff
Secure, informed professional judgement
Appropriate resource allocation to ensure sustainable development
Students with high ICT capability
School as the lead community learning & information hub
Availability, access and technical support
Architectures
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Participation
Communities of Practices
Reification
Connectedness
Distributed Leadership
