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 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)
  • Drawing on students' views of educational leadership

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

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