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Drawing on students' views of educational leadership
Drawing on students' views of educational leadership
Drawing on students' views of educational leadership
Drawing on students' views of educational leadership
Drawing on students' views of educational leadership
Drawing on students' views of educational leadership
Drawing on students' views of educational leadership
Drawing on students' views of educational leadership
Drawing on students' views of educational leadership
Drawing on students' views of educational leadership
Drawing on students' views of educational leadership
Drawing on students' views of educational leadership
Drawing on students' views of educational leadership
Drawing on students' views of educational leadership
Drawing on students' views of educational leadership
Drawing on students' views of educational leadership
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Drawing on students' views of educational leadership

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During the CoSN (Consortium of School Networking) Conference 2011: Mastering the Moment in New Orleans, March 14-16, Professor Kathryn Moyle organized a session on Students' Voices. In this session …

During the CoSN (Consortium of School Networking) Conference 2011: Mastering the Moment in New Orleans, March 14-16, Professor Kathryn Moyle organized a session on Students' Voices. In this session she presented perspectives of students' views of learning with technologies, and reflected upon the implications of these views, for educational leadership and policy making. An international panel discussed issues such as students’ views on filtering of the Internet, what students consider to be high-quality learning using technologies, and the role of social networking sites in their education. New ways of incorporating students' views into the leadership, policy, and planning processes of schools will be canvassed. Kathryn Moyle (PhD) is Executive Director of the Centre for School Leadership, Learning and Development and Professor of Educational Leadership at the Charles Darwin University in Australia.

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  • “Their Space. Education for a Digital Generation” (Green & Hannon, 2007)
  • Transcript

    • 1. Drawing on students’ views
      of educational leadership
    • 2. Kathryn Moyle
      Charles Darwin University
      Australia
      GuusWijngaards
      Inholland University
      The Netherlands
    • 3. Views from around the world
      Australia
      Europe: The Netherlands, Belgium, UK, Ireland
      China: embryonic research
      Canada: Speak Out
      USA: Speak Up
      UK: Demos, BECTA, Notschool
    • 4. Australia & The Netherlands
    • 5. Australia & The Netherlands
      National research: Listening to students views of learning with technologies
      Prefer learning with a variety of styles depending on what they want to learn
      Learning with technologies is ‘hands on’ learning
      Want to be taken seriously
      Differences between learning in and outside of school
    • 6. 7/04/10
      Percentage of respondents who indicated that ‘most’ or ‘all of the time’ computers and the Internet assist their studies
    • 7. Global trends
      Some consistent messages across countries and cohorts of students
      Communication - staying in touch
      Mobile technologies
      Formal and informal learning
      Simulations
      Views of social media (eg Facebook)
    • 8. Common themes
      Inter-relationships between technologies and building identity
      ‘Moral panic’ through to ‘digital faith’
      Cyber-safety and filtering
      Lack of consultation on policy issues
      Lack of confidence in educational leaders
      Quality of teaching and learning with technologies tends to be poor and uninspiring
    • 9. Success factors
      Create ways in which students can demonstrate their own leadership and control over their learning
      Connect required learning outcomes to emerging ways in which students are learning
      Foster communication
      Avoid or reduce filtering and build education programs
      Enable access to IT infrastructure – ie agnostic systems
    • 10. Educational leadership?
      Challenges for educators legitimacy and identity
      Co-construction of educational programs
      What does educational leadership ‘look’ like in the 21st century?
      Learning impact?
      Trust
      Steering at a distance
    • 11. Relationships between teachers and students are fundamental
      ICT is embedded across the curriculum (K-12)
      Learning to learn (L2L) is encouraged
      Inquiry-based learning is fostered
      Problem-solving approaches are encouraged
      Integrated themes are used to enable students to make connections between different learning outcomes
      Learning is grounded upon authentic tasks
      Multi-literacies are developed
    • 12. Leadership strategies
      • Start with the learning: pedagogies with technologies
      • 13. School culture and strategic planning must include technologies in teaching and learning
      • 14. Infrastructure has to be a ‘non issue’
      • 15. Organizational arrangements in schools must support teaching and learning with technologies
      • 16. Professional learning is required
    • Watch points
      China: Internet access/mobile technologies
      From 23 million Internet connections in 2000 to 384 million connections in 2009
      Internet users in China spend about one billion hours per day online
    • 17. Future directions
      Mobile technologies
      Building literacy and numeracy with technologies
      Project-based learning
      Co-creation of learning
      Reconstructing learning environments
      Longitudinal research
    • 18. http://www.youtube.com/watch?v=BH_Kzicf84chttp://www.youtube.com/watch?v=BH_Kzicf84c
    • 19. Key resources
      Forthcoming: Student Reactions to Learning with Technologies: Perceptions and Outcomes (IGI Global)
      http://studentsvoices.org
      Listening to students views: http://www.deewr.gov.au/Schooling/DigitalEducationRevolution/Resources/Documents/ListeningToStudentsVoices.pdf

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