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Technology Leadership For School Improvement

Author: Rosemary Papa
Publisher: SAGE
ISBN: 1412972108
Size: 10.44 MB
Format: PDF
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Technology Leadership for School Improvement is a practical textbook that prepares primary and secondary educational leaders with the skills and knowledge to manage and administer technology in their school settings. The text focuses on helping educational leaders learn what they need to know about technology standards, data-driven decision making, and creative leadership in this digital environment. To effectively cover the many facets of technology each chapter is written by a specialist following a similar structure and pedagogy for ease of use by the learner.

Technology Leadership For School Improvement

Author: CTI Reviews
Publisher: Cram101 Textbook Reviews
ISBN: 1467260851
Size: 37.73 MB
Format: PDF, ePub, Mobi
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Facts101 is your complete guide to Technology Leadership for School Improvement. In this book, you will learn topics such as as those in your book plus much more. With key features such as key terms, people and places, Facts101 gives you all the information you need to prepare for your next exam. Our practice tests are specific to the textbook and we have designed tools to make the most of your limited study time.

Leading Technology Rich Schools

Author: Barbara B. Levin
Publisher: Teachers College Press
ISBN: 0807771937
Size: 74.73 MB
Format: PDF, ePub, Mobi
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This timely book shows how award-winning secondary schools and districts are successfully using technology and making systemic changes to increase student engagement, improve achievement, and re-invigorate the teaching and learning process. Through in-depth case studies, we see how experienced school and district leaders use technology in curricular, administrative, and analytical ways to meet the needs of 21st-century learners, educators, and communities. These cases reveal important details addressed by the leadership of these schools and districts that go beyond what they did with technology to include changes in school culture, curriculum and teaching, uses of assessment data, financial considerations, infrastructure, and involvement with the community. Book Features: Successful models from schools/districts experienced with using technology as a lever for school improvement.Case studies from diverse schools/districts across the country that show “what works” and “how it works.”A cross-case analysis that makes it easy to compare individual schools and identify common practices. Barbara B. Levin is a Professor in the Department of Teacher Education and Higher Education and Director of the Teachers Academy at the University of North Carolina at Greensboro. Lynne Schrum is Dean, College of Education and Human Services, West Virginia University. “Barbara B. Levin and Lynne Schrum offer their readers the distinct advantage of compressing into a single volume what it took me decades to learn. They not only present the big ideas of effective school leadership, but bring them alive through case studies that illustrate how those ideas manifest themselves in leaders’ day-to-day behaviors. . . . I encourage you to use the ideas and practices you find here to leverage technology to create schools in which all students and adults thrive.” —From the Foreword by Dennis Sparks, Emeritus Executive Director, National Staff Development Council (Learning Forward) Prepublication Reviews: “In Leading Technology-Rich Schools, the authors present a fascinating and exciting set of case studies that provide great insight into the ways leaders can support high-level innovation in schools. Importantly, their focus is on technology that enhances learning and teaching, rather than technology as an expensive school ornament. A must-read for those who study and practice educational leadership.” —Jeffrey S. Brooks, Associate Professor and Educational Leadership Program Coordinator, School of Education, Iowa State University, author of Black School, White School: Racism and Educational (Mis)leadership “This book is a precious gift for the vast majority of administrators who desperately need concrete examples of how to create, facilitate, and sustain technology-infused learning environments.” —Scott McLeod, Associate Professor and Founding Director, CASTLE, University of Kentucky “These rich illustrations of technology leadership in secondary schools show how a number of complex variables must come together to produce the key outcome of positioning educational technology as a support to teaching and learning. Examples of leadership practices that coordinate team members for interdependent work and invite teachers' involvement should prove to be a valuable resource to practitioners and also provide insight to policymakers for how they can create supportive conditions for such work.” —Sara Dexter, Associate Professor, Department of Leadership, Foundations, and Policy, Curry School of Education, University of Virginia “Leading Technology-Rich Schools is a key advance in understanding how technology can best be integrated in today’s schools. These case studies of effective practice are sure to become required reading for those in leadership positions who are using technology for school improvement.” —Glen L. Bull, Samuel Braley Gray Professor of Education, Curry School of Education, University of Virginia “The rubber meets the road in this well-researched book with detailed stories of exemplary schools and school leaders that have leveraged technology as a key tool to make significant reforms stick. Through these vivid case studies, Levin and Schrum illuminate a dynamic and complex set of lessons learned to help all school leaders undertake transformations of their schools.” —L. Michael Golden, CEO, Educurious

Best Practices Of Literacy Leaders

Author: Rita M. Bean
Publisher: Guilford Press
ISBN: 1609189442
Size: 18.49 MB
Format: PDF, Docs
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Bringing together leading experts, this book presents the principles of effective literacy leadership and describes proven methods for improving instruction, assessment, and schoolwide professional development. The book shows how all school staff--including reading specialists and coaches, administrators, teachers, and special educators--can play an active role in nurturing a culture of collaboration and promoting student achievement. Best practices are identified for creating strong elementary and secondary literacy programs, differentiating instruction, supporting English language learners, utilizing technology, building home-school partnerships, and much more. User-friendly features include case examples, guiding questions, and engagement activities in each chapter.

Handbook Of Research On Education And Technology In A Changing Society

Author: Wang, Victor C. X.
Publisher: IGI Global
ISBN: 1466660473
Size: 15.62 MB
Format: PDF
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Technology has become an integral part of our everyday lives. This trend in ubiquitous technology has also found its way into the learning process at every level of education. The Handbook of Research on Education and Technology in a Changing Society offers an in-depth description of concepts related to different areas, issues, and trends within education and technological integration in modern society. This handbook includes definitions and terms, as well as explanations of concepts and processes regarding the integration of technology into education. Addressing all pertinent issues and concerns in education and technology in our changing society with a wide breadth of discussion, this handbook is an essential collection for educators, academicians, students, researchers, and librarians.

National Educational Technology Standards For Students

Author: International Society for Technology in Education
Publisher: ISTE (Interntl Soc Tech Educ
ISBN: 9781564842374
Size: 27.98 MB
Format: PDF, Kindle
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This booklet includes the full text of the ISTE Standards for Students, along with the Essential Conditions, profiles and scenarios.

The Development And Field Test Of The Education Technology Leadership Assessment Survey

Author: Greg Davis
Publisher:
ISBN: 9781243447661
Size: 60.87 MB
Format: PDF, Mobi
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Education Technology Leadership is known to be a key element in the successful use of technology in education. The evaluation of education technology leadership is often aided by the use of education technology standards for administrators. While education technology leadership is often associated as primarily the role of school administrators, education technology leadership also emerges from other sources; for example, teachers, technology coordinators, parents, students, and community members. Collaborative leadership theory provides a theoretical basis for the premise that education technology leadership may be effectively distributed across an organization. There is support in the literature indicating school administrators have been successful in achieving sustainable change through the use of collaborative leadership techniques. Often education technology, under the direction of a effective education technology leadership, is used as a change agent in school improvement initiatives. The purpose of this study was to develop an assessment of education technology leadership. With the assistance of an expert panel, a survey titled the Education Technology Leadership Assessment (ETLA) was created. The ETLA was intended to be a general purpose education technology leadership assessment. It was similar to the Principal Technology Leadership Assessment (PTLA) survey (Center for the Advanced Study of Leadership in Education, 2005). Where the PTLA was based on ISTE National Education Technology Standards for Administrators (NETS-A), the ETLA was based on the ISTE Technology Leadership (TL) Standards. The data analysis results of this study produced evidence of ETLA item reliability and validity. In addition, the EFA process generated six factors and helped to identify inter-relationships between those factors and the TL Standards used to provide the original framework for the ETLA. These findings indicated that the ETLA had potential as a useful assessment of education technology leadership. This study's findings were limited by the use of one sample population. A recommendation for future research is to continue to evaluate ETLA reliability, validity, and data inter-relationships as additional data sets are collected.

Educational Innovations Beyond Technology

Author: Nancy Law
Publisher: Springer Science & Business Media
ISBN: 9780387711485
Size: 71.96 MB
Format: PDF, Kindle
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The text explores the concept of innovation, and analyse and compare different dimensions of innovation found in the various case studies; the transfer of innovation and the mechanisms of change; on an innovative online case study database on education innovations that has been designed to be used by education practitioners to support organizational leadership, international collaboration and reflective practice in the Asia Pacific Economic Cooperation (APEC) eEducation Leadership initiative; on a project aimed to support the establishment of communities of practice for education practitioners facilitated through an extendable online database that can be used to contribute and share case studies of their own ICT-supported pedagogical innovations. It discusses roles of the teacher and the anticipated changes to the education profession at a system level, in the coming decade on the basis of emerging changes observed in the case studies, and leadership issues at the school level. The book analyses change mechanisms for different kinds of innovation and how different contextual and cultural factors interact to bring about the changes observed.

Data Driven School Improvement

Author: Ellen B. Mandinach
Publisher: Teachers College Press
ISBN: 0807775509
Size: 13.43 MB
Format: PDF, ePub, Mobi
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The first comprehensive examination of the field, this book brings together stakeholders representing a variety of perspectives to explore how educators actually use data and technology tools to achieve lasting improvement in student performance. Contributors: David V. Abbott, Carrie Amon, Jonathan Bertfield, Cornelia Brunner, Fred Carrigg, Jere Confrey, Katherine Conoly, Valerie M. Crawford, Chris Dede, John Gasko, Greg Gunn, Juliette Heinze, Naomi Hupert, Sherry P. King, Mary Jane Kurabinski, Daniel Light, Lisa Long, Michael Merrill, Liane Moody, William R. Penuel, Luz M. Rivas, Mark S. Schlager, John Stewart, Sam Stringfield, Ronald Thorpe, Yukie Toyama, Jeffrey C. Wayman, and Viki M. Young. “If you want to understand usable knowledge, read Data-Driven School Improvement.” —Ellen Condliffe Lagemann, Harvard University “It is reassuring to know that at least some of the data being generated in our data-driven age are being used to make wiser decisions. We can all learn from these illustrative accounts.” —David C. Berliner, Mary Lou Fulton College of Education, Arizona State University “Replete with examples from real schools and districts, this volume provides a multi-layered portrait of what it takes to establish a culture of data use. Readers will come away with an appreciation of the systemic changes needed to reap the full potential of data-driven decision making.” —Barbara Means, Center for Technology in Learning, SRI International