Information Technology and Educational Leadership

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Information Technology and Educational Leadership by Mind Map: Information Technology and Educational Leadership

1. Level of ICT Leadership

1.1. Country

1.1.1. USA 1st Educational Technology Plan (1996): Ready for 21 Century: Meeting Technology Literacy Challenge 2nd Educational Technology Plan (2004): e-Learning: World-Class Education 3rd Educational Technology Plan (by 2020): Use of Technical Media Learning

1.1.2. UK 1997: Connecting the Learning Society: National Grid for Learning 2004: Fulfilling the Potential

1.1.3. HK 1998 - 2002: Information Technology for Learning in a New Era 2004: Empowering Learning & Teaching with Information Technology 2008: Right Technology at the Right Time for the Right Task 2014: Realising IT Potential and Unleashing the Learning Power

1.1.4. Singapore Masterplan I (1997-2002) Masterplan II (2003-2008) Masterplan III (2009-2014)

1.2. Community

1.3. School

1.4. Classroom/Curriculum

1.4.1. Problems definition (Driven Force ) Technological Development shaping new learning environment Socio-economic requirement of ICT knowledge & skills 21st Century Skills

1.4.2. Policy Goals (HK Case) Two shifts Teacher-centered to Student centered Content-focused to Knowledge construction ICT-support of learning & teaching activities IT Learning Targets Independent lifelong learning

1.4.3. Instruments ICT infrastructure ICT-supported teaching & learning resources Professional Development of ICT-competency for teachers Curriculum Framework 9 Generic skills 8 Key learning areas

2. Policy for ICT in education

2.1. Understand Educational Policy

2.1.1. Definition "a course of action or inaction chosen by public authorities to address a given problem or interrelated set of problems" (Pal, L. A., 2001)

2.1.2. Features Usually tackle sets of smaller problems Usually tackle a sets of small problems Formulated continuously Analytically Explicit Formal

2.1.3. Functions Deal with Problems/Opportunities Guidance for solutions, plan, proposals, etc.

2.1.4. Three Components Problem definition Rarely articulated in great detail Wide research for problem background & rationale Policy goals Generalized Specified by debates Policy instrument Programs & Activities

2.1.5. Consistency Relationship among components Internal consistency Vertical consistency Relationship between Policies Horizontal consistency

2.2. Analyze Educational Policy

2.2.1. Identify three components Problem definition How well defined? What are the characteristics? Policy goals What are the goals? Policy instruments Are they adequate? Are they practical?

2.2.2. Ways of Anlyazing Normative Values / Ethical principles Legal Constitutionality, consistency with statute & legal convention Logical Internal, vertical & horizontal consistency Empirical Impacts & effects, costs & administration