Leadership for Educational Technology Contexts in Tumultuous Higher Education Seas

Persichitte, Kay A.

doi:10.1007/s11528-013-0686-5

Cited by 6 publications

(5 citation statements)

References 1 publication

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“…-the application of technology acceptance and adoption models (Akcil et al, 2017;Boyd & Sampson, 2016;King & Boyatt, 2015;Livingstone, 2015;Markova, 2014;Sutton & DeSantis, 2017;Van Wart et al, 2017); -the application of tools and methods from the business world, as suggested by Sangrà (2009), with the caveat of the necessary cultural adaptation to HE (Chow, 2013;Mishra et al, 2016;Spackman et al, 2015;Tay & Low, 2017); -using data for decision-making (Brown et al, 2016;Burnette, 2015;Persichitte, 2013); -studying TEL adoption from the point of view of organisational learning (Tintoré & Arbós, 2013;Trevitt et al, 2017); -personal digital competence / literacy / confidence, of both leaders and staff (Akcil et al, 2017;Boyd & Sampson, 2016;Brown et al, 2016;DomingoCoscollola et al, 2016).…”

Section: Trendsmentioning

confidence: 99%

Dawn or dusk of the 5th age of research in educational technology? A literature review on (e-)leadership for technology-enhanced learning in higher education (2013-2017)

Arnold

Sangrà

2018

Int J Educ Technol High Educ

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The aim of this article is to establish the extent to which the concept of e-leadership has taken off as a lens through which to study leadership for technology-enhanced learning (TEL) in higher education. Building on a previous study conducted in 2013, this article thus covers an exploratory review of the literature for the period 2103-2017. It analyses 49 articles which explore both the specific concept of e-leadership as well as other work dealing more generally with leadership and organisational change for TEL in higher education. The findings show that while none of the empirical studies identified in the literature refer explicitly to e-leadership, there are a number of interesting insights to be found in the theoretical articles. The results also highlight the widely different interpretations and applications of the concept of e-leadership and the consequent need for the definition to be refined. The paper concludes with recommendations for further multidisciplinary research at the intersection of the fields of educational technology and educational management, focusing on values, strategy, organisation and leadership interactions at meso level, the economy and public policy at macro level, and teaching and learning at the micro level, as well as for research in Leadership Development for TEL.

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Section: Trendsmentioning

confidence: 99%

Dawn or dusk of the 5th age of research in educational technology? A literature review on (e-)leadership for technology-enhanced learning in higher education (2013-2017)

Arnold

Sangrà

2018

Int J Educ Technol High Educ

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“…This demand is created by the assumption that a higher education qualification increases job prospects and improves the quality of life [11,12]. It is, however, important to note that the success of PHEIs in South Africa depends on their ability to deliver graduates with industry-relevant competencies that will enable them to actively contribute to the economy and become global citizens [13].…”

Section: Private Higher Education In South Africa and The Pandemicmentioning

confidence: 99%

“…The Covid-19 pandemic exposed the weaknesses of HEI, including their inability to swiftly move to online learning. This inability is mainly the result of higher education institutions (HEIs) not using online learning management systems (LMSs), like Blackboard, Sakai, and Moodle [4,[13][14][15][16][17][18][19]. Some of the most notable challenges that leaders have had to manage to include:…”

Section: Private Higher Education In South Africa and The Pandemicmentioning

confidence: 99%

Consistency in Leadership during a Pandemic: Managing Academics at a Private Higher Education Institution in South Africa

Engelbrecht¹

2023

Psychosocial, Educational, and Economic Impacts of COVID-19

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The Covid-19 pandemic forced leaders to adapt their leadership approaches to the online environment. This chapter reviews the leadership approaches applied by managers at a Private Higher Education Institution (PHEI) in response to the Covid-19 pandemic and examines how these managers ensured that academics perform optimally while working remotely. A qualitative research methodology, combined with semi-structured interviews, enabled the researcher to source rich data from the managers and academics at the PHEI in question. Most managers indicated that only minor adjustments to their leadership approaches were required to work in a remote online environment. Participants also noted that a combination of various leadership approaches in a specific context enhances a leader’s efficiency, as it allows them to analyze a situation and consider the impact of proposed approaches on stakeholders before a decision is made.

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“…With a rapid increase in technology use in education, school leaders must now be able to navigate this landscape. Persichitte (2013) noted that "educational technology tools and research continue to evolve at a rate none of us can fully capture or effectively prepare for, so we must lead with calculated risks" (p. 16). The International Society for Technology in Education (ISTE, n.d.) has created a separate set of standards, ISTE Standards for Education Leaders, that focus specifically on the "knowledge and behaviors required for leaders to empower teachers and make student learning possible" (para.…”

Section: Ai In Educational Leadershipmentioning

confidence: 99%

School leaders' adoption and implementation of artificial intelligence

Tyson

Sauers

2021

JEA

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PurposeThe purpose of this study is to examine school leaders' experiences with adoption and implementation of artificial intelligence systems in their schools. It examined the factors that led educational administrators to adopt one artificial intelligence program (ALEKS) and their perceptions around the implementation process.Design/methodology/approachThis was a qualitative case study that included structured interviews with seven individuals who have adopted artificial intelligence programs in their schools. Participants were identified through purposive and snowball sampling. Interview transcripts were analyzed and put through a two-step coding process involving in vivo coding as well as pattern coding.FindingsTwo major themes emerged from this study pertaining to the state of the diffusion of artificial intelligence through the adoption and implementation process. The findings indicated that school leaders were actively engaged in conversations related to AI adoption and implementation. They also created structures (organizational) to ensure the successful adoption and implementation of artificial intelligence.Originality/valueThis is an original study that examined the experiences of school leaders who have adopted and implemented artificial intelligence in their schools. The body of literature related to artificial intelligence and school leadership is extremely limited.

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Leadership for Educational Technology Contexts in Tumultuous Higher Education Seas

Cited by 6 publications

References 1 publication

Dawn or dusk of the 5th age of research in educational technology? A literature review on (e-)leadership for technology-enhanced learning in higher education (2013-2017)

Dawn or dusk of the 5th age of research in educational technology? A literature review on (e-)leadership for technology-enhanced learning in higher education (2013-2017)

Consistency in Leadership during a Pandemic: Managing Academics at a Private Higher Education Institution in South Africa

School leaders' adoption and implementation of artificial intelligence

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