1. 1.ICT and educational leadership beyond management: an Introduction
1.1. Aim
1.1.1. able to implement local ICT policies and strategies at the institutional level
1.1.2. contemporary leadership issues
1.2. Intended Learning Outcomes
1.2.1. Policies and Strategies
1.2.2. Practices
1.2.3. Leadership issues
1.3. ICT and educational leadership beyond management: an Introduction
1.3.1. Country/region level – Education policy (diagram)
1.3.2. Policy on USA
1.3.3. Policy on UK
1.3.4. Policy on Singapore
1.3.4.1. Masterplan I (1997-2002)
1.3.4.2. Masterplan II (2003-2008)
1.3.4.3. Masterplan III (2009-2014)
1.3.4.4. Masteplan IV (2015)
1.3.5. Policy on Hong Kong
1.3.5.1. Five Year Strategy - 1998
1.3.5.1.1. Paradigm shift
1.3.5.2. Empowering Learning and Teaching with Information Technology - July 2004
1.3.5.2.1. Information age
1.3.5.3. 3rd Strategy IT in Education - 2008
1.3.5.3.1. Trend
1.3.5.3.2. m-learning
1.3.5.3.3. Innovative
1.3.5.3.4. actions
1.3.5.4. The 4th Strategy on IT in Education (May 2014)
1.3.5.4.1. Information Technology and Educational Leadership
1.3.6. ICT challenges to educational leadership
1.3.6.1. Comfort levels of teachers
1.3.6.2. Educational leaders
1.3.7. Introducing e-Leadership
2. 5. ICT and School Leadership for Change
2.1. The importance of leadership
2.1.1. From Outcomes perspective
2.1.1.1. The role of leader
2.1.1.1.1. Leaders are being accountable for teaching and learning
2.1.2. From environmental complexity perspective
2.1.2.1. The role of leader
2.1.2.1.1. Leaders are guiding the school through an complex environment
2.1.2.2. Challenges
2.1.2.2.1. Achievement benchmarks
2.1.2.2.2. Curriculum standards
2.1.2.2.3. Student's learning diversity
2.1.2.2.4. New policy
2.2. Successful school leadership
2.2.1. Criteria
2.2.1.1. Sustain student learning
2.2.1.1.1. Galvanizing effort on influencing learning
2.2.1.1.2. Condition established to support teacher and student
2.2.1.2. Involvement of potential leadership sources
2.2.1.2.1. Teacher leaders on helping other teachers
2.2.1.3. Maintain basic leadership role
2.2.1.3.1. Setting directions
2.2.1.3.2. Developing people
2.2.1.3.3. Developing the organization
2.2.1.4. Responsiveness towards challenges and opportunities
2.2.1.4.1. Creating and sustaining a competitive school
2.2.1.4.2. Empowering others to make significant decision
2.2.1.4.3. Providing instruction guidance
2.2.1.4.4. Strategic planning
2.2.1.5. Caring diverse groups of students
2.2.1.5.1. Building powerful forms of teaching and learning
2.2.1.5.2. Creating communities in schools
2.2.1.5.3. Expanding the proportion of students' social capital valued by the schools
2.2.1.5.4. Nurturing the development of family educational values
2.3. Sustainable leadership
2.3.1. Leadership in system level
2.3.2. Leadership in school level
2.3.2.1. Seven Principles of sustainable leadership
2.3.2.1.1. Sustain learning
2.3.2.1.2. Secures success over time
2.3.2.1.3. Sustain leadership of others
2.3.2.1.4. Address issue of "social justice"
2.3.2.1.5. Develop human and material resources
2.3.2.1.6. Develop environmental diversity
2.3.2.1.7. Activist engagement with the environment
2.4. Model to implement ICT and School leadership of Change
2.4.1. SCALE-CCR Mapping Framework
2.4.1.1. Content
2.4.1.1.1. Impact Area
2.4.1.1.2. Target
2.4.1.1.3. Access Level
2.4.1.1.4. Implementation Phrase
2.4.1.1.5. Nature of innovation
2.4.1.2. Countries/ Region example
2.4.1.2.1. HK eLearning pilot scheme
2.4.1.2.2. Singapore MP3
2.4.1.2.3. Europe case studies
2.4.2. Key Elements for Creative Classrooms
2.4.2.1. Innovative pedagogical practices
2.4.2.1.1. Infrastructure
2.4.2.1.2. Leadership & Values
2.4.2.1.3. Organization
2.4.2.1.4. Teaching practices
2.4.2.1.5. Learning practices
2.4.2.1.6. Assessment
2.4.2.1.7. Content & Curricula
2.4.2.1.8. Connectedness
2.4.2.2. Implications from theory
2.4.2.2.1. Multiple possible combinations
2.5. Change theories applied in IT in Education
2.5.1. Diffusion theory
2.5.1.1. Communication through certain channels among school members
2.5.1.2. Communication between different agents
2.5.1.3. Stages of innovation
2.5.2. Epidemic theory
2.5.2.1. Creating the right climate
2.5.2.2. Discipling innovation
2.5.2.3. Devising and implementing a lateral strategy
2.5.2.4. Using IT laterally
2.5.2.5. Making a learning system
2.5.3. Ecology theory
3. 6. Strategic e-Leadership: building architectures for learning and innovation
3.1. Meaning of Strategic of ICT
3.1.1. Strategic role of school leaders in leading and developing ICT
3.1.2. School leaders in developing and implementing their vision for learning in their school
3.1.3. School leaders build their knowledge and understanding of key ICT issues
3.2. The concept of e-confident
3.2.1. High levels of staff competence and confidence
3.2.1.1. Use ICT effectively
3.2.1.2. Make appropriate intervention
3.2.1.3. Identify where ICT and enhance learning
3.2.1.4. Use ranges of educational technologies
3.2.1.5. Evaluate new technologies
3.2.1.6. Manage the technology
3.2.2. Availability, access and technical support
3.2.2.1. Diverse technologies available
3.2.2.2. Sufficient access to ICT
3.2.2.3. Effective use of all resources
3.2.2.4. Maintenance is provided
3.2.2.5. ICT access available
3.2.2.6. Sufficient technical support
3.2.3. Re-engineered teaching, learning and assessment, integrating effective use
3.2.3.1. ICT used across curriculum
3.2.3.2. ICT embedded in scheme of work
3.2.3.3. Learning suits with ICT
3.2.4. Leading and managing distributed and concurrent learning
3.2.4.1. Accomodate concurrent learning within teaching
3.2.4.2. Build on opportunities to learn out of school
3.2.4.3. Awareness the impact
3.2.5. Effective application within organizational and management processes
3.2.5.1. Re-designing management and administrative
3.2.5.2. Use of management tools to analyze student's learning
3.2.6. Coherent personal learning development, for all leaders, teaching and non-teaching staff
3.2.6.1. New approaches to teaching and learning
3.2.6.2. Support and training for use of ICT
3.2.6.3. Develop strategies use a range of different training options
3.2.7. Secure, informed professional judgement
3.2.7.1. Reflective evaluation of the use of ICT
3.2.7.2. Access pupils ICT capability
3.2.7.3. Observing and making judgement on the use of ICT
3.2.8. Appropriate resource allocation to ensure sustainable development
3.2.8.1. Capacity to introduce new ICT innovations
3.2.8.2. Workable plans for sustaining ICT resources
3.2.8.3. Sufficient resources to ensure easy access
3.2.9. Students with high ICT capability
3.2.9.1. Students are sensible use of ICT
3.2.9.2. Students are developed a wide range of ICT knowledge skills and understanding
3.2.9.3. Students are autonomous users of ICT
3.2.10. School as the lead community learning and information hub
3.2.10.1. The school use ICT to communicate with parents
3.2.10.2. Students can access ICT resources all the time
3.2.10.3. Home and school are linked
3.3. The component of a whole school ICT policy
3.3.1. Beliefs, values and goals of school
3.3.2. The need for new ICT policy
3.3.3. People involved
3.3.4. Stages involved
3.3.5. Areas involved
3.3.6. Advantages and disadvantages
3.3.7. Facing the future
3.4. Multi-Level e-Leadershing
3.4.1. Ministry
3.4.2. District education boards
3.4.3. School principal
3.4.4. Department heads in schools
3.4.5. Individual teacher
3.5. Innovation and Changes in school context
3.5.1. Types of innovations
3.5.1.1. Sustaining
3.5.1.2. Disruptive
3.5.2. Case studies
3.5.2.1. Hong Kong
3.5.2.2. Finland
3.5.3. Ecological theories of change
3.5.3.1. Transformations are distributive
3.5.3.2. Transformations are co-evolution
4. 7. ICT implementation and e-Leadership: change as multilevel and interconnected in the educational ecology
4.1. ICT Implementation & e-Leadership Barriers and Challenges
4.1.1. 2008 Digital 21 Strategy
4.1.2. Progress - Implementing 2nd Strategy Initiatives on IT in Education
4.1.3. Towards the 3rd Strategy - Action plan
4.1.3.1. Actions
4.1.3.1.1. Despository
4.1.3.1.2. Pedagogical skills
4.1.3.1.3. development plans
4.1.3.1.4. effective IT facilities
4.1.3.1.5. technical support
4.1.3.1.6. parent's information literacy
4.1.4. What is IT in Eduation
4.1.4.1. school administration
4.1.4.2. student information literacy
4.1.4.3. student's learning outcomes
4.1.5. Barriers
4.1.5.1. Schools
4.1.5.1.1. Vision and leadership
4.1.5.1.2. Perceptions of school heads and teachers about the impact of IT
4.1.5.1.3. IT hardware, location of computers
4.1.5.1.4. Educational software or resources
4.1.5.1.5. Curriculum
4.1.5.1.6. Communication between parents and schools
4.1.5.1.7. Collaboration between schools in HK & eleswhere
4.1.5.1.8. Paradigms
4.1.5.1.9. Application of IT in curriculum
4.1.5.1.10. Professional development
4.1.5.2. First-Order Barriers
4.1.5.3. Second-Order Barriers
4.2. Educational Leadership and E-Leadership
4.2.1. Central Forces Shaping Educational Leadership
4.2.1.1. Changing school demographics
4.2.1.2. Hybrid school governance
4.2.1.3. Holding schools accountable
4.2.1.4. Developing teacher professionalism
4.2.2. Recurring Dilemmas of Educational leadership
4.2.2.1. Leading and managing: proposing and implementing
4.2.2.2. Cultivating the system and watching the environment
4.2.2.3. Participatory decision making and individual authority
4.2.3. Where to Next for Educational Leadership
4.2.3.1. Binaries
4.2.3.1.1. Mutually exclusive
4.2.3.2. Hybridity
4.2.3.2.1. Configurations
5. 2. ICT policy and its Implications for Educational Leadership
5.1. Policy
5.1.1. Where you are
5.1.2. Where to go
5.1.3. How to get there
5.1.4. Effective / Creative
5.1.5. Action / Inaction
5.1.5.1. Address problems (opportunities)
5.1.6. What to do
5.1.6.1. NOT what to say
5.2. Policy Statement
5.2.1. Problem definition
5.2.2. Goals
5.2.3. Instruments - How address & achieve goal
5.2.3.1. Programs
5.2.3.2. Activities
5.3. Policy consistency
5.3.1. Internal Vs Vertical
5.3.2. Horizontal
5.4. Analyse policy
5.4.1. Values
5.4.1.1. Normative
5.4.2. Statute
5.4.2.1. Legal
5.4.3. Consistency
5.4.3.1. Logical
5.4.4. Effective
5.4.4.1. Empritcal
6. 3. Curriculum and ICT leadership
6.1. A Shift from Teaching to Learning (UNESCO, 2002)
6.1.1. Teacher-centred and learner-centred learning environments
6.1.2. Changes in student and teacher roles in learner-centred environment
6.2. ICT COMPETENCY STANDARDS FOR TEACHERS
6.2.1. objectives
6.2.1.1. 1. To construct a common set of guidelines that teachers can use to identify, develop or evaluate learning materials
6.2.1.2. 2. To provide a basic set of qualifications that allows teachers to integrate ICT into their teaching and learning
6.2.1.3. 3. To extend teachers’ professional development so as to advance their skills in using ICT
6.2.1.4. 4. To harmonize different views and vocabulary regarding the uses of ICT in teacher education
6.2.2. purposes and goals
6.2.2.1. 1. Inculcating core values and passing on cultural legacy
6.2.2.2. 2 Supporting the personal development of young adults
6.2.2.3. 3. Promoting democracy and increasing participation in society particularly among females and minorities
6.2.2.4. 4. Encouraging cross-cultural understanding and the peaceful resolution of conflict
6.2.2.5. 5. Supporting economic development, reducing poverty and increasing widespread prosperity.
6.2.3. 3 productivity factors
6.2.3.1. 1. Increase the technological uptake of students, citizens, and the workforce by incorporating technology skills in the curriculum
6.2.3.2. 2. Increase the ability of students, citizens, and the workforce to use knowledge to add value to society and the economy by applying it to solve complex, real-world problems
6.2.3.3. 3. Increase the ability of students, citizens, and the workforce to innovate, produce new knowledge, and benefit from this new knowledge
6.3. The Knowledge Ladder
6.3.1. 1. The basic education approach-- Providing the skills needed for improved health and welfare and to participate in the formal economy
6.3.2. 2. The knowledge acquisition approach--Increasing the knowledge level of the workforce and citizenry and their ability to use technology
6.3.3. 3. The knowledge deepening approach--Increasing the ability of the workforce and citizenry to use knowledge to participate in society and add value to economic output by applying school knowledge to solve complex, real-world problems
6.3.4. 4. The knowledge creation approach--Increasing the capability of the citizenry and workforce to continually learn, to create cultural artifacts, to innovate and produce new knowledge, and to benefit from this new knowledge:
6.4. Radial Diagram of Education Reform Components
6.4.1. Policy and Vision
6.4.1.1. 1. Technology Literacy
6.4.1.2. 2. Knowledge Deepening
6.4.1.3. 3. Knowledge Creation
6.4.2. Curriculum and Assessment
6.4.2.1. Basic knowledge
6.4.2.2. Kowledge Application
6.4.2.3. 21st Century Skills
6.4.3. Pedagogy
6.4.3.1. Integrate Technology
6.4.3.2. Complex problem solving
6.4.3.3. self management
6.4.4. ICT
6.4.4.1. Basic Tools
6.4.4.2. Complex Tools
6.4.4.3. pervasive tools
6.4.5. organisation and administration
6.4.5.1. Standard Classroom
6.4.5.2. Collaborative groups
6.4.5.3. learning organisations
6.4.6. teacher professional development
6.4.6.1. Digital Literacy
6.4.6.2. Manage and guide
6.4.6.3. teacher as model learner
7. 4. Understanding change: theories of change and sustainability
7.1. Model of change
7.1.1. Diffusion Model
7.1.1.1. Definition
7.1.1.1.1. Diffusion is the process by which (1) an innovation(2) is communicated through certain channels (3) over time(4) among the members of a social system’
7.1.1.2. Attributes
7.1.1.2.1. 1. Relative advantage
7.1.1.2.2. 2.Compatibility.
7.1.1.2.3. 3.Complexity
7.1.1.2.4. 4.Trialability
7.1.1.2.5. 5.Observability
7.1.1.3. Rate of adoption
7.1.1.3.1. Greater[relative advantage, compatibility, trialabilityand observability]+ Less[complexity] = More rapid adoption
7.1.2. Epidemic Model
7.1.2.1. Education Epidemic Transformation
7.1.2.1.1. Definition
7.1.2.1.2. Procedure
7.1.3. Ecological Model
7.1.3.1. Transformation as co-evolution
7.1.3.1.1. A gardening analogy
7.1.3.2. Examples of application
7.1.3.2.1. Building networks of innovation in Hong Kong
7.1.3.2.2. Developing multilevel network of co-evolution
7.1.3.3. The systematic model of change
7.1.3.3.1. 1.Initiate
7.1.3.3.2. 2.Innovate
7.1.3.3.3. 3.Implement
7.1.3.3.4. 4.Institutionalize
7.1.3.3.5. 5.Scale up by adoption of refined model
7.2. The challenge of sustaining innovations
7.2.1. Education systems are complex
7.2.2. Innovations are “foreign” species that need acculturation into local context
7.2.3. Good practices cannot be “transferred” simply by dissemination and then implementation – it involves a second loop innovation for transfer to happen
7.2.4. Need an ecological approach for ICT to transform education!