Journal of Information Technology for Teacher Education最新文献

Leadership issues and challenges in telelearning and teacher education 远程教育和教师教育中的领导问题和挑战

Journal of Information Technology for Teacher Education Pub Date : 2002-10-01 DOI: 10.1080/14759390200200141

Thérèse Laferrière, Alain Breuleux

引用次数: 7

The challenges of leadership in a connected education environment 互联教育环境中领导力的挑战

Journal of Information Technology for Teacher Education Pub Date : 2002-10-01 DOI: 10.1080/14759390200200137

Allen D. Glenn

{"title":"The challenges of leadership in a connected education environment","authors":"Allen D. Glenn","doi":"10.1080/14759390200200137","DOIUrl":"https://doi.org/10.1080/14759390200200137","url":null,"abstract":"Abstract Deans and directors of education in the United States are being asked to position their schools, colleges and departments of education (SCDE) for teaching and learning in the twenty-first century. A key question related to this effort is ‘How is the unit going to utilize current and emerging technologies as an integral part of their planning for instructional and managerial problems? ’ If deans and directors are to answer this question in an innovative way, at least two things must happen. First, they must understand their role as institutional technology leaders. Second, they must engage faculty, staff, and students in the careful exploration of three critical questions: 1. How does the SCDE create and maintain a technology infrastructure to support innovative instruction and program delivery? 2. How can the SCDE prepare faculty, staff, and students to teach and learn in a connected learning environment? And, 3. How best can the SCDE deliver programs in this new environment? This article describes why deans and directors must be leaders if technology is to be a part of the renewal process, discusses the issues related to each of the three questions, and provides a series of questions for deans and directors to stimulate discussion and planning efforts","PeriodicalId":179558,"journal":{"name":"Journal of Information Technology for Teacher Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2002-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122905153","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Interventions by school leaders in effective implementation of information and communications technology: perceptions of Australian principals 学校领导对有效实施信息和通信技术的干预:澳大利亚校长的看法

Journal of Information Technology for Teacher Education Pub Date : 2002-10-01 DOI: 10.1080/14759390200200138

John Schiller

{"title":"Interventions by school leaders in effective implementation of information and communications technology: perceptions of Australian principals","authors":"John Schiller","doi":"10.1080/14759390200200138","DOIUrl":"https://doi.org/10.1080/14759390200200138","url":null,"abstract":"Abstract The ways in which we teach, the ways in which children learn, and the ways in which we manage schools are changing as a result of implementation of information and communications technology (ICT). Recent reports in the USA and Australia demonstrate that considerable progress has been made in ICT adoption in schools but that there are huge variations in implementation of ICT from classroom to classroom and from school to school. It is argued in this article that one factor which might explain some of this variation in elementary schools is the way in which principals undertake their responsibilities. The elementary principal has a major role in facilitating the implementation of ICT in schools as he or she can influence the organisational and social culture of the school through his or her interventions. Further, it is suggested that the quantity and quality of these interventions regarding ICT may have impact on implementation of ICT. Research findings from an exploratory study in a regional area of New South Wales, Australia, will be used to illustrate interventions by principals which lead to a higher degree of success in implementation of ICT in their schools","PeriodicalId":179558,"journal":{"name":"Journal of Information Technology for Teacher Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2002-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126629929","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 41

Leadership, technology, and education: achieving a balance in new school leader thinking and behavior in preparation for twenty-first century global learning environments 领导、技术和教育:在新学校领导思想和行为中取得平衡，为21世纪的全球学习环境做准备

Journal of Information Technology for Teacher Education Pub Date : 2002-10-01 DOI: 10.1080/14759390200200140

I. Gibson

{"title":"Leadership, technology, and education: achieving a balance in new school leader thinking and behavior in preparation for twenty-first century global learning environments","authors":"I. Gibson","doi":"10.1080/14759390200200140","DOIUrl":"https://doi.org/10.1080/14759390200200140","url":null,"abstract":"Abstract Expectations for education are changing. The knowledge base of education is changing. Conceptions of how individual learning occurs are changing. The tools available to ‘do’ education are changing. The roles of teachers are changing. Understandings of what should be learned, who should be learning, how they learn, where they learn, and when they learn, are changing. So, in the face of this changing twenty-first century education it is not surprising that expecting school leaders to recreate their conceptions of appropriate leader behavior presents quite a challenge. This article explores the necessity of incorporating authentic global technology experiences in the preparation of school leaders and presents a description of the rationale and developmental stages of the Global Forum on School Leadership. Based on the existing practices of reflection and dialog found in the leader preparation program at Wichita State University in the United States, this Forum brings together leadership perspectives on common practices from a variety of global locations in an asynchronous, Internet-based discussion format. This learning experiment focused on incorporating a needed global orientation to leadership preparation following the September 11 and Bali tragedies, and emphasizes the use of appropriately selected technologies to achieve expanded course objectives at the same time as transforming the learning model traditionally employed in leader preparation programs","PeriodicalId":179558,"journal":{"name":"Journal of Information Technology for Teacher Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2002-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131644950","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 20

Leadership of information technology for teacher education: a discussion of complex systems with dynamic models to inform shared leadership 信息技术对教师教育的领导作用:对具有动态模型的复杂系统的讨论，以告知共享领导

Journal of Information Technology for Teacher Education Pub Date : 2002-10-01 DOI: 10.1080/14759390200200136

N. Davis

{"title":"Leadership of information technology for teacher education: a discussion of complex systems with dynamic models to inform shared leadership","authors":"N. Davis","doi":"10.1080/14759390200200136","DOIUrl":"https://doi.org/10.1080/14759390200200136","url":null,"abstract":"Abstract Educational systems around the world are changing rapidly in response to the technological and economic restructuring that is sweeping our societies. Teacher educators who have adopted information and communication technologies (ICT) are often cast in the role of agents of change to lead education's response with the promise and potential of technology. However, the complexity of the interacting educational systems in which teacher educators work is demanding and bewildering at times. These leaders can benefit from a set of dynamic models through which to interpret, experience, and inform their vision so that ICT may serve education and today's diverse societies. This article discusses two dynamic models that have proved their value to the author over a decade. The key concepts and characteristics of complex systems and dynamic models to promote appropriate shared leadership of information technology (IT) in teacher education are illustrated by experience and related research to improve the effectiveness of IT in teacher education. Complex systems, as characterized by Paul Cilliers (1998), are used to provide an overarching dynamic model. The aim is to inform our shared leadership of this important aspect of educational systems worldwide. The article ends with an invitation to comment and critique this novel approach","PeriodicalId":179558,"journal":{"name":"Journal of Information Technology for Teacher Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2002-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132114386","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 23

Leadership of Information Technology in Education 信息技术在教育中的领导作用

Journal of Information Technology for Teacher Education Pub Date : 2002-10-01 DOI: 10.1080/14759390200200135

Zahrl Schoeny

引用次数: 13

Developing school information technology leaders for the future 培养未来的学校信息技术领导者

Journal of Information Technology for Teacher Education Pub Date : 2002-10-01 DOI: 10.1080/14759390200200139

D. Chambers

引用次数: 2

Second year teacher candidates reflect on information technology in ontario secondary schools: how it is being used and the challenges it presents 二年级教师候选人反思安大略省中学的信息技术:它是如何被使用的以及它所带来的挑战

Journal of Information Technology for Teacher Education Pub Date : 2002-07-01 DOI: 10.1080/14759390200200129

R. Rees

引用次数: 5

Information and Communications Technology In-service Training for Teachers: Cyprus in perspective 信息和通信技术教师在职培训:透视塞浦路斯

Journal of Information Technology for Teacher Education Pub Date : 2002-07-01 DOI: 10.1080/14759390200200132

Kyriacos Charalambous, Y. Karagiorgi

{"title":"Information and Communications Technology In-service Training for Teachers: Cyprus in perspective","authors":"Kyriacos Charalambous, Y. Karagiorgi","doi":"10.1080/14759390200200132","DOIUrl":"https://doi.org/10.1080/14759390200200132","url":null,"abstract":"Abstract In-service education and training (INSET) is considered a crucial issue for the implementation and institutionalisation of new information and communication technologies (ICT) in educational systems worldwide. A pilot programme for ICT implementation has been running since 1994 in a number of Cypriot primary schools. The provision of INSET in relation to this particular programme appears problematic. Therefore, two studies were independently conducted in 1996 and 1998 to highlight teachers' training background and needs. The second study also aimed to investigate the content and form of ICT INSET provision in terms of the categories of professional development identified by McDougall & Squires (1997). Both studies indicate that the majority of teachers are shown to lack an ICT training background while the approach to training appears piecemeal, focused mostly on off-site training and oriented towards the acquisition of basic computer skills. However, teachers report that they prefer school-based courses, as well as courses that focus on the pedagogical dimension of ICT integration. Based on the outcomes, a national plan for teacher training in ICT is proposed, focusing on coherence, availability, efficiency and diversification","PeriodicalId":179558,"journal":{"name":"Journal of Information Technology for Teacher Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2002-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131881478","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 17

The icelandic educational network: incidents reported as fostering successful use of educational networks 冰岛教育网:据报有助于成功利用教育网的事件

Journal of Information Technology for Teacher Education Pub Date : 2002-07-01 DOI: 10.1080/14759390200200134

Unnar Thorsteinsson, Sue Espinoza, M. Justice

引用次数: 2