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

1.1.1.1. 1st Educational Technology Plan (1996): Ready for 21 Century: Meeting Technology Literacy Challenge

1.1.1.2. 2nd Educational Technology Plan (2004): e-Learning: World-Class Education

1.1.1.3. 3rd Educational Technology Plan (by 2020): Use of Technical Media Learning

1.1.2. UK

1.1.2.1. 1997: Connecting the Learning Society: National Grid for Learning

1.1.2.2. 2004: Fulfilling the Potential

1.1.3. HK

1.1.3.1. 1998 - 2002: Information Technology for Learning in a New Era

1.1.3.2. 2004: Empowering Learning & Teaching with Information Technology

1.1.3.3. 2008: Right Technology at the Right Time for the Right Task

1.1.3.4. 2014: Realising IT Potential and Unleashing the Learning Power

1.1.4. Singapore

1.1.4.1. Masterplan I (1997-2002)

1.1.4.2. Masterplan II (2003-2008)

1.1.4.3. Masterplan III (2009-2014)

1.2. Community

1.3. School

1.4. Classroom/Curriculum

1.4.1. Problems definition (Driven Force )

1.4.1.1. Technological Development shaping new learning environment

1.4.1.2. Socio-economic requirement of ICT knowledge & skills

1.4.1.2.1. 21st Century Skills

1.4.2. Policy Goals (HK Case)

1.4.2.1. Two shifts

1.4.2.1.1. Teacher-centered to Student centered

1.4.2.1.2. Content-focused to Knowledge construction

1.4.2.2. ICT-support of learning & teaching activities

1.4.2.2.1. IT Learning Targets

1.4.2.2.2. Independent lifelong learning

1.4.3. Instruments

1.4.3.1. ICT infrastructure

1.4.3.2. ICT-supported teaching & learning resources

1.4.3.3. Professional Development of ICT-competency for teachers

1.4.3.4. Curriculum Framework

1.4.3.4.1. 9 Generic skills

1.4.3.4.2. 8 Key learning areas

2. Policy for ICT in education

2.1. Understand Educational Policy

2.1.1. Definition

2.1.1.1. "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

2.1.2.1. Usually tackle sets of smaller problems

2.1.2.2. Usually tackle a sets of small problems

2.1.2.3. Formulated continuously

2.1.2.4. Analytically

2.1.2.5. Explicit

2.1.2.6. Formal

2.1.3. Functions

2.1.3.1. Deal with Problems/Opportunities

2.1.3.2. Guidance for solutions, plan, proposals, etc.

2.1.4. Three Components

2.1.4.1. Problem definition

2.1.4.1.1. Rarely articulated in great detail

2.1.4.1.2. Wide research for problem background & rationale

2.1.4.2. Policy goals

2.1.4.2.1. Generalized

2.1.4.2.2. Specified by debates

2.1.4.3. Policy instrument

2.1.4.3.1. Programs & Activities

2.1.5. Consistency

2.1.5.1. Relationship among components

2.1.5.1.1. Internal consistency

2.1.5.1.2. Vertical consistency

2.1.5.2. Relationship between Policies

2.1.5.2.1. Horizontal consistency

2.2. Analyze Educational Policy

2.2.1. Identify three components

2.2.1.1. Problem definition

2.2.1.1.1. How well defined?

2.2.1.1.2. What are the characteristics?

2.2.1.2. Policy goals

2.2.1.2.1. What are the goals?

2.2.1.3. Policy instruments

2.2.1.3.1. Are they adequate?

2.2.1.3.2. Are they practical?

2.2.2. Ways of Anlyazing

2.2.2.1. Normative

2.2.2.1.1. Values / Ethical principles

2.2.2.2. Legal

2.2.2.2.1. Constitutionality, consistency with statute & legal convention

2.2.2.3. Logical

2.2.2.3.1. Internal, vertical & horizontal consistency

2.2.2.4. Empirical

2.2.2.4.1. Impacts & effects, costs & administration