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Professional development for technology-enhanced learning leaders: summary report


Christensen, Rhonda; Eichhorn, Koos; Alayyar, Ghaiada; Baker, Rowland; D’Souza, Paul; Pangeni, Shesha Kanta; Knezek, Gerald; Petko, Dominik; Prestridge, Sarah; Sligte, Henk; Uvarov, Alexander; van Eekhout, Bas (2017). Professional development for technology-enhanced learning leaders: summary report. In: Lai, Kwok-Wing; Voogt, Joke; Knezek, Gerald. Rethinking Learning in the Digital Age: EDUsummIT 2017 Summary Reports. Borovets, Bulgaria: UNESCO, 33-38.

Abstract

The focus of Thematic Working Group (TWG) 3 was professional development for learning leaders with an emphasis on how to provide effective technology enhanced instruction from the perspective of a culture of learning. Learning technologies should support curriculum in ways that are not otherwise possible. Rather than focusing on the technology, learning activities should meet instructional goals and involve technology when it enhances learning. Often educators may conceptualize integration as technological rather than primarily as curricular (Hutchison & Reinking, 2011). However, the focus should be on the learning and the curriculum, not the technology. The success
or failure of the effective use of technology for learning in schools can be linked to beliefs and ideas of instructional leaders (Chang, 2012; Hughes & Zachariah, 2001). This paper focuses on the role learning leaders have in the effective use of technology in the learning environment and how to provide professional development for these leaders.

Abstract

The focus of Thematic Working Group (TWG) 3 was professional development for learning leaders with an emphasis on how to provide effective technology enhanced instruction from the perspective of a culture of learning. Learning technologies should support curriculum in ways that are not otherwise possible. Rather than focusing on the technology, learning activities should meet instructional goals and involve technology when it enhances learning. Often educators may conceptualize integration as technological rather than primarily as curricular (Hutchison & Reinking, 2011). However, the focus should be on the learning and the curriculum, not the technology. The success
or failure of the effective use of technology for learning in schools can be linked to beliefs and ideas of instructional leaders (Chang, 2012; Hughes & Zachariah, 2001). This paper focuses on the role learning leaders have in the effective use of technology in the learning environment and how to provide professional development for these leaders.

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Additional indexing

Item Type:Book Section, not_refereed, original work
Communities & Collections:06 Faculty of Arts > Institute of Education
Dewey Decimal Classification:370 Education
Language:German
Date:November 2017
Deposited On:21 May 2019 10:11
Last Modified:25 Sep 2019 00:34
Publisher:UNESCO
ISBN:978-0-473-42542-5
OA Status:Closed
Official URL:http://unesco.unibit.bg/en/EDUsummIT17
Related URLs:http://unesco.unibit.bg/sites/default/files/EDUSummIT%202017%20eBook%20final%2012.4.18.pdf (Organisation)

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