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Building a New Structure for School Leadership

Building a New Structure for School Leadership

Building a New Structure for School Leadership

Because Learning by Doing Works When people learn by doing, and then teach others, too, research shows that kids (and adults) learn faster and more deeply. That's why Citizen Schools apprentices don't just study newspapers—they publish their own. They don't just use the Web—they design websites for their schools. The result is feelings of confidence, self-discipline, and mastery.

Information and Communication Technology (ICT) is a subject in education, and a part of the National Curriculum. Other countries, such as the Philippines, also have ICT as an educational subject. In South Australia, ICT is not a subject until the final two years of schooling, and in Norway ICT is a course you can select for your second year of upper secondary school. From pre-school to Year 10 ICT is interwoven throughout the curriculum as part of the Essential Learning of Communication.

In the United Kingdom, Information and Communication Technology ( ICT ) is a subject in education , and a part of the National Curriculum . Other countries, such as the Philippines ,

Building a New Structure for School Leadership

The logic of standards-based reform is "fundamentally at odds" with that of loose-coupling,

The main focus of this article is on the perceptions of educational practitioners (at the lower secondary level) regarding obstacles that seriously impede the realization of ICT-related goals of schools.

ICT is increasingly used in education and in the business and leisure industries. This means children have access to ICT in many different aspects of their lives. It is essential, therefore, that we give them a wide variety of opportunities to explore how the technology can support them in their learning. For example, while pupils are using a desk top publishing package to create a school newspaper they are also developing their ability to communicate more effectively. This provides both a context and a meaning for the ICT activity. Taking the IT out of context and teaching IT skills separately, not only decontextualises ICT but also places additional burdens on curriculum time. The use of ICT therefore should be a meaningful part of an activity where it is used to consolidate or extend pupils' learning. Some examples of how ICT can be used to support pupils learning are: word processors to write up and present their work; using a spreadsheet to enter their data collected as part of an investigation, creating charts, and interpreting the results); using a database to enter data collected as part of an investigation, interrogating the database by searching and sorting, in order to answer questions to help solve problems which form part of the investigation; using hypermedia to write up, lay out and present their work for publication on the Internet; using the Internet and CD-ROMs to help with research during an investigation.

There is a second fallacy, which is also very important, which we might call the miracle transformation fallacy -- i.e., the notion that, if we could get little green laptops into children's hands, it would miraculously transform their lives. This fallacy falls within an approach known as "media determinism," the notion that a particular media or technology will automatically have a certain effect no matter what context it is deployed in.

He found that the single strongest factor determining whether students received a positive benefit from school use of technology was the children's socioeconomic status (SES), with low-SES children tending to see test scores go down with computer use and high-SES children tending to see them go up.

Wenglinsky's data suggests that this is in part due to the differential ways computers are used by teachers of high- and low-SES students.