Base on the work of :
Moyle, K. (2006). Leadership and learning with
ICT, Explore, Dream, Discover (pp. 1-11). San
Diego: ...
“The data collection focus upon the relationships
between school leadership and the integration of
ICT into teaching and l...
7 inter-connected conditions for supporting teaching and
learning with ICT:
1. ICT Strategic plan
2. Vision
3. School cult...
School plan
ICT Plan
Vision
Goal
Strategic
Be part of a whole school
plan , co-operate with school
management and developm...
The foundation of establishing the direction (future
thinking)
The school community has been involved
Required regular rev...
Culture indicator Leader attribution
Expectation of well embed
ICT
Encourage innovation and
risk taking
Culture of inqu...
Allocate
budget Staff meetings
Professional
development
activities
Allocate
facilities
Curriculum
adjustment
Embed tech-
t...
Leader’s role:
Leaders must have a commitment to allocating
resources to ICT;
Leaders need to have a vision which guides t...
“Sufficient infrastructure was identified as a pre-requisite
for including ICT in teaching and learning.”p8
Balance in-sch...
“Participants indicated that one of the fundamental
characteristics required of school principals the 21 century
is the ca...
Issues:
Lack of opportunities in professional education training qualifications
Actions:
Improve the quality of teacher g...
Integrating ICT has to be suggested and encourage by school
leaders (especially principle).
As part of the whole school ap...
What does Moyle identify as the important action(s) required by
leaders to support the development of ICT integration? To ...
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leadership and learning with ict

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  • My personal belief is that the personal characteristics of the principal can have significant influence on whether ICT is promoted and included in the school's vision, strategic plan and budgeting allocations. Without the principal fully behind and supportive of this development, processes and movement forward will be difficult even with inspired teachers and distributed leadership processes.
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  • A job well done assimilating and summarising the points of this article. I probably owe it to my overloaded cognitive state at the time of reading, but I found this piece too long and dot-point-repetitive for my liking.
    The ground covered was familiar enough though, but I couldn't help thinking Moyle was using as justification rather than analysis.
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  • So many aspects of the conditions over-lapped (which is logical). It was beneficial to discuss the challenges and also how the personality traits of the Principal affects the leadership and implementation of ICT. Good point to note that it involves more than teachers and students, but all staff and the wider school community.
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  • This was a really insightful article, and one that I felt was hard to disagree with for the most part. The content of this presentation is all realistic, logical and reflective of current learning and the development of ICT in education. The area of difficulty, however, is that barrier between the projected future implied here, and the current schooling climate. It was great to hear some discussion about ideas, challenges and perspectives towards this transition, and it will be interesting to see the increments of development that result from this type of structured thinking.
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  • It is true that the characteristics of a leader might influence the use of ICT in organisation. However to change the culture of the organisation (school) the leader should aware not only about his characteristics, but also about his followers characteristics in order to implement the vision holistically.
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leadership and learning with ict

  1. 1. Base on the work of : Moyle, K. (2006). Leadership and learning with ICT, Explore, Dream, Discover (pp. 1-11). San Diego: National Educational Computing Conference.
  2. 2. “The data collection focus upon the relationships between school leadership and the integration of ICT into teaching and learning” p3 “Integrating ICT into teaching and learning represent a major whole school reform…… (which) requires the vision and leadership from people within formal school leadership positions” p2
  3. 3. 7 inter-connected conditions for supporting teaching and learning with ICT: 1. ICT Strategic plan 2. Vision 3. School culture 4. Whole school approach 5. School infrastructure 6. Organisational structure 7. Teacher education and leaders’ professional learning
  4. 4. School plan ICT Plan Vision Goal Strategic Be part of a whole school plan , co-operate with school management and development process Require regular revision, monitoring and updating
  5. 5. The foundation of establishing the direction (future thinking) The school community has been involved Required regular review and checking Practical (linked to students 'real world and interests)
  6. 6. Culture indicator Leader attribution Expectation of well embed ICT Encourage innovation and risk taking Culture of inquiry Learning to learn Teacher education and professional learning Examination of student outcome Collaboration and cooporation Respect and trust Lifelong learning.  Be inspirational , creative and adaptable risk taker  Integrate ICT into work  Understand the task and challenge  Encourage Peer learning  Facilitating collaboration  Share  Generate opportunity
  7. 7. Allocate budget Staff meetings Professional development activities Allocate facilities Curriculum adjustment Embed tech- task into outcome Help strategies Inform in research and strategies Monitor, revie w and evaluate
  8. 8. Leader’s role: Leaders must have a commitment to allocating resources to ICT; Leaders need to have a vision which guides their decisions in ICT budgets, yet maintains the standards in all areas of the curriculum; Leaders must establish recurrent financial models that underpin sustainable budget approaches for schools’ ICT infrastructure.
  9. 9. “Sufficient infrastructure was identified as a pre-requisite for including ICT in teaching and learning.”p8 Balance in-school learning and online learning
  10. 10. “Participants indicated that one of the fundamental characteristics required of school principals the 21 century is the capacity to initiate actions that lead to innovative change and that he or she motivates other into actions…..” Ethical leadership
  11. 11. Issues: Lack of opportunities in professional education training qualifications Actions: Improve the quality of teacher graduates Assist teacher students to include ICT into teaching and learning Regular monitoring Buddy-relationship Regular seminars Share documentation across uni and school
  12. 12. Integrating ICT has to be suggested and encourage by school leaders (especially principle). As part of the whole school approach, ICT plan has to connect to the vision statement, school culture, budget allocation, organisational management and be part of staffs’ professional development. Evaluation of ICT implementation focus on student learning outcome. Successful ICT integration requires leaders understanding ICT solutions and be innovative and supportive.
  13. 13. What does Moyle identify as the important action(s) required by leaders to support the development of ICT integration? To what extent is this happening in your context? What do you think are the major challenges for Australian educational leaders in creating these essential conditions for the integration of ICT? Why? To what extent do you believe the personal characteristics of school principals influences the integration of ICT in education? How can we prepare and support these leaders?

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