MITE6023C-IT&Educational Leadership

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MITE6023C-IT&Educational Leadership by Mind Map: MITE6023C-IT&Educational Leadership

1. Session 1: ICT and educational leadership beyond management

1.1. model

1.1.1. The world at large (beyond the community) Senge, et al., (2000), p.13

1.1.2. Country/region level – Education policy

1.2. showcase

1.2.1. Policy on ICT - USA e-Learning: Putting a World-Class Education at the Fingertips of All Children Getting America’s Students Ready for the 21st Century: Meeting the Technology Literacy Challenge

1.2.2. Policy UK 1997 – Blair Government introduces Connecting the Learning Society: National Grid for Learning (DfEE, 1997)

1.2.3. Masterplan for ICT in Education Masterplan I (1997-2002) Masterplan II (2003-2008) Masterplan III (2009-2014) Masterplan IV (2015) Five Year Strategy - 1998 Empowering Learning and Teaching with Information Technology - July 2004 3rd Strategy IT in Education - 2008 The 4th Strategy on IT in Education (May 2014)

1.3. reflection

1.3.1. ICT challenges to educational leadership Schoeny, Z. G. (2002). Leadership of information technology in education.

1.3.2. Introducing “e-Leadership”

1.3.3. Comfort levels of teachers

1.3.4. Educational leaders

1.3.5. Is this true in Hong Kong?

2. Session 2: ICT policy and its Implications for Educational Leadership

2.1. model

2.1.1. public policy action inaction problems (sometimes opportunities)

2.1.2. Restatement of definition

2.1.3. Classical’ definition

2.1.4. Problem definition

2.1.5. Elements of a policy statement problem definition policy goals policy instruments

2.1.6. Policy Goals Policy Instruments – how the problem is to be addressed and the goals achieved

2.1.7. Policy consistency Internal consistency Vertical consistency

2.1.8. Internal and vertical consistency

2.1.9. Horizontal consistency

2.2. showcase

2.2.1. “Bad administration, to be sure, can destroy good policy; but good administration can never save bad policy” (Adlai Stevenson, speech, Los Angeles, Sept. 11, 1952)

2.3. reflection

2.3.1. Understanding Policy

2.3.2. Why focus on policy

2.3.3. Policy analysis

2.3.4. Several ways to analyze policy Normative Legal Logical Empirical

2.3.5. Why use ICT in education?

2.3.6. Rationales

2.4. Compare Hong Kong ICT strategies & Singapore Masterplan

2.4.1. Key policy & demensions better

2.4.2. Differences

3. Session 3: Curriculum and ICT leadership

3.1. model

3.1.1. UNESCO policy framework

3.1.2. Zhao, Lei and Conway (2006)

3.2. showcase

3.2.1. Malaysia blueprint Understanding the current challenges Outlining transformation programme Establishing a clear vision and aspirations 11 Shifts to Transform the system

3.2.2. China education reform (Shanghai)

3.3. Technological trends shaping the learning environment

3.3.1. new learning environment

3.3.2. resources in IT hardware and software

3.3.3. strengthen school leadership

3.3.4. teachers' professional development

3.3.5. curriculum framework

3.4. reflection

3.4.1. Malaysia blueprint Education on technology literacy focus is relatively weak in Wave 1 Knowledge creation & deepening evenly carried out across 3 Waves via implementing international standards Curriculum and Assessment- Most important aspect of the Malaysia Blueprint ICT innovations are focused in Wave 2 and Wave 3 to cater different education needs Organization and Administration, Strengthen ministry power and given autonomy for budget allocation Teacher Professional Development Plays an importation role in Wave 1 and Wave 2

4. Session 4: Understanding change: theories of change and sustainability

4.1. Nature of change

4.1.1. sustaining vs disruptive

4.1.2. incremental vs radical

4.1.3. interdependent

4.1.4. continuous

4.2. 3 models of innovation

4.2.1. Diffusion Model 4 main elements innovation communication channels time social system 3 representative cases boil water in a Peruvian village British Navy: control scurvy Dvorak typewriter keyboard adopter category innovators early adopters early majority late majority laggards attributes of innovation adoption rate relative advantage compatibility complexity trialability obervability

4.2.2. Epidemic Transforming Model 5 stages Create the right climate Disciplining innovation Devise & implement lateral strategy Use ICT laterally Make a learning system

4.2.3. Ecological Metaphor Model competing species ecosystem

4.3. showcase

4.3.1. Sustainable Large-scale Change: Ontario experience

4.3.2. Finnish Experience

4.3.3. AISI Colloquium: Alberta experience

4.4. reflection

5. Session 6: Strategic e-Leadership: building architectures for learning and innovation

5.1. model

5.1.1. Communities of practice (CoP) shared domain regular interactions shared practice

5.1.2. Design for scalability (Clarke & Dede, 2009)

5.1.3. Architecture for learning Well-designed with alignment distributed leadership

5.2. showcase

5.2.1. River city project - Harvard lack of connectedness during classroom level

5.2.2. HK vs Finland ICT as a scaffold to build connectedness and innovation Finland: collaboration critical platform for innovation “Efforts to scale-up & sustain innovation…” (Law, Yuen & Fox 2011)

5.3. reflection

5.3.1. Well-designed architecture for learning with alignment distributed leadership

6. Session 7: ICT implementation and e-Leadership: change as multilevel and interconnected in the educational ecology

6.1. model

6.1.1. Design for scalability (Clarke & Dede, 2009)

6.2. showcase

6.2.1. Constancy and Change in Work Practice in Schools: The Role of Organizational Routines (Jennifer Zoltners Sherer & James Spillane — 2011) By designing and supporting an organizational routine , leaders can create opportunities for change in school practice.

6.3. reflection

6.4. barriers and challenges to ICT implementation in Hong Kong schools

6.4.1. Vision and leadership lacking of professional development and support Not widespread use of IT in curriculum and pedagogical innovation

6.4.2. perception school heads underestimate the negative consequence of IT for teachers teachers

6.4.3. phyicsal storage / location of computers

6.4.4. professional development not easily adopted by teachers

7. Session 8: ICT and systemic leadership – Nurturing Communities of Practice and Distributed Leadership

7.1. model

7.2. showcase

7.3. reflection

8. Session 5: ICT and School Leadership for Change

8.1. model

8.1.1. 7 principles of sustainable leadership 1.Sustainable leadership creates and preserves sustaining learning 2. Sustainable leadership secures success over time. 3. Sustainable leadership sustains the leadership of others. 4. Sustainable leadership addresses issues of social justice. 5. Sustainable leadership develops rather than depletes human and material resources. 6. Sustainable leadership develops environmental diversity and capacity 7. Sustainable leadership undertakes activist engagement with the environment.

8.1.2. Roger’s diffusion theory

8.1.3. Education Epidemic (Hargreaves, D. 2003)

8.2. showcase

8.2.1. SCALE-CCR framework innovative pedagogical practices

8.3. Sustainable leadership in schools

8.3.1. #1 Student learning promote vision and goals

8.3.2. #2 Administrator teacher leaders help embrace goals and understand the changes improvement

8.3.3. #3 Basic needs setting leadership practices

8.3.4. #4 Challenges and Opportunities empowering others to make significant decisions creating and sustaining a competitive school providing instruction guidance strategic planning

8.3.5. #5 Diversity building powerful forms of teaching and learning creating strong communities in schools expanding the proportion of students’ social capital valued by the schools nurturing the development of family educational values

8.4. reflection