Leadership issues and challenges in telelearning and teacher education

Laferrière, Thé rèse; Breuleux, Alain

doi:10.1080/14759390200200143

Cited by 5 publications

(10 citation statements)

References 7 publications

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“…For the sample of Tasmanian school personnel who took part in this project, we conclude that they are likely to engage with their school's local and systemic community in the future in conversations about ICT whose content addresses primarily human, rather than physical concerns, and processes that are to be engaged in, all within a relatively coherent and believable framework of theory-in-action. Perhaps the people in our sample, in general, have moved some considerable way along the pathway depicted by Laferrière and Breuleux (2002), and, furthermore, it may be that many of these people have adopted an initiator, rather than a manager or responder style as depicted by Schiller (2002). If this is true we expect those schools to move toward implementing ICT with considerable success.…”

Section: Discussionmentioning

confidence: 95%

“…The nature of leadership behaviour, though, is not the only issue of interest. Laferrière and Breuleux (2002), for example, indicated that leadership issues start with matters concerning the technology itself (for example, which equipment to adopt? ), move to matters to do with pedagogy (for example, ICT as technology or catalyst for change?…”

Section: Governance and Leadershipmentioning

confidence: 99%

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Conversations toward effective implementation of information communication technologies in Australian schools

Robertson

Grady

Fluck

et al. 2006

Journal of Educational Administration

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If you would like to write for this, or any other Emerald publication, then please use our Emerald for Authors service information about how to choose which publication to write for and submission guidelines are available for all. Please visit www.emeraldinsight.com/authors for more information. About Emerald www.emeraldinsight.comEmerald is a global publisher linking research and practice to the benefit of society. The company manages a portfolio of more than 290 journals and over 2,350 books and book series volumes, as well as providing an extensive range of online products and additional customer resources and services. AbstractPurpose -To outline the emerging imperative for the integration of ICT into schools and to locate such integration within broad notions of governance and effective implementation. Design/methodology/approach -Using a flexible interview structure, conversations concerning ICT integration into schools were held with 65 school-based personnel in 50 Tasmanian schools. Findings -Coding analysis of conversations enabled 14 themes to be identified; for example: "The use of ICT involves partnerships between people", "ICT is more or less integrated into the classroom curriculum and is more or less entwined in the various pedagogies employed by teachers", and "ICT 'champions' or 'heroes' are recognised more or less in schools". Many of the themes focus on issues of governance. A number of strong correlations were found to exist between the themes. Few differences were found to exist within the data in regard to four criteria, namely: whether the school was in the Catholic sector or the Department of Education; the urban-rural location of the school; the size of the school in terms of student enrolment numbers; and the role of the participant (Principal, Assistant Principal, Teacher, ICT Co-ordinator, Technician). Concludes that there is likely to be considerable agreement about the content of such conversations in schools and that they are likely to be concerned with people and processes rather than with ICT technology/software/hardware and the like per se. Practical implications -Provides guidance to school leaders and others regarding effective implementation of ICT into schools. Originality/value -It is expected that the schools taking part in this project will move towards implementing ICT with considerable success and it is hoped that this can be applied to Tasmanian schools in general. The research questionWithin a framework that acknowledges the potential of ICT for enhancing school outcomes and highlights the importance of governance and leadership in moving toward that potential, we see conversations among stakeholders as being significant. The content of those conversations is likely to reflect the nature of the issues or themes school leaders regard to be important. Consequently, the core question that guided the research for this paper was "What issues or themes do school leaders consider important in regard to ICT in their school?"The potential of ICT with regard to school outcomes T...

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Section: Discussionmentioning

confidence: 95%

Section: Governance and Leadershipmentioning

confidence: 99%

Conversations toward effective implementation of information communication technologies in Australian schools

Robertson

Grady

Fluck

et al. 2006

Journal of Educational Administration

View full text Add to dashboard Cite

show abstract

“…Much of the published evidence from this sector also has relevance in the primary and secondary school sectors because in both contexts authority figures such as lecturers or teachers led the learning using national curricula or degree programmes. Laferrière and Breuleux (2002) conducted an extensive study of leadership issues and challenges faced by professional educators working in a "Telelearning" environment where they were connected online. They found that leadership issues were clustered around beginning, mastery, and advanced levels of users.…”

Section: Learning Framework and Influencing Factorsmentioning

confidence: 99%

“…With regard to who are learning leaders in a connected and life-long learning world they might include any member of society in certain contexts, e.g., children, pupils, students, teachers, experts, civil servants, and parents (Laferrière & Breuleux, 2002). Many of these groups can be considered as learning leaders which will change at all three levels identified earlier due to this remote/online/connected educational environment at the institutional, community, and individual levels.…”

Section: Figurementioning

confidence: 99%

“…Laurillard et al (2009) defined TEL as any computer-based technology used for learning, including virtual reality (Luo et al, 2021), inside and outside formal learning contexts which can be stationary or mobile, depending upon the devices being used by individuals and groups of learners. Previous researchers demonstrated that the use of TEL in different educational settings, especially online learning, resulted in changes in leadership for learning (Laferrière & Breuleux, 2002;Fisser & Phillips, 2020). TWG2 showed that amongst learners and leaders there is a lack of shared principles or guidelines for understanding learning, leading, IT (TEL), and change.…”

Section: Introductionmentioning

confidence: 99%

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Leaders en d’apprentissage : cadres d'enseignement et d'apprentissage en flux influencés par la pandémie mondiale

Cox

Quinn

2021

CJLT

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This article builds on the work of EDUsummIT2019’s thematic working group 2 (TWG2) focus on “Learning as Learning Leaders: How does leadership for learning emerge beyond the traditional teaching models?” Using the well-established theoretical frameworks of Entwistle (1987) and Shulman (1987) the most significant influences on how learning leaders need to adjust to accommodate the dramatic increase in remote online learning are identified. The major influences include learners’ previous knowledge, self-confidence, abilities and motives, and changes between learning initiated by teachers and that by learners. COVID-19 has caused a massive upskilling of people in all facets of society from children to grandparents, from media to consumers, and from policy makers to practitioners. None of the alignments nor factors identified in this article are static and learning leaders need to perpetually reconsider the factors identified to achieve successful learning outcomes. The ongoing challenges for educators in this changing world are in a permanent state of flux with an increasing IT literate society across all formal and informal sectors of education.

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Tele-Learning

Passey¹

2012

Encyclopedia of the Sciences of Learning

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Leadership issues and challenges in telelearning and teacher education

Cited by 5 publications

References 7 publications

Conversations toward effective implementation of information communication technologies in Australian schools

Conversations toward effective implementation of information communication technologies in Australian schools

Leaders en d’apprentissage : cadres d'enseignement et d'apprentissage en flux influencés par la pandémie mondiale

Tele-Learning

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