Is the role of specialists in media and information technologies in public schools changing?

TechTrends ◽  
1987 ◽  
Vol 32 (3) ◽  
pp. 12-16
Author(s):  
Minaruth Galey ◽  
William F. Grady
Keyword(s):  
Public Schools ◽  
Information Technologies

The landscape of advocacy in public schools: The role of school psychologists.

2020 ◽  
Vol 17 (S1) ◽  
pp. 81-85 ◽  
Author(s):  
Kari A. Oyen ◽  
Katie Eklund ◽  
Nathaniel von der Embse
Keyword(s):  
Public Schools ◽  
School Psychologists

scholarly journals Enhancing Qualities of Consciousness during Online Learning via Multisensory Interactions

2021 ◽  
Vol 11 (5) ◽  
pp. 57
Author(s):  
Valentina Cesari ◽  
Benedetta Galgani ◽  
Angelo Gemignani ◽  
Danilo Menicucci
Keyword(s):  
Online Learning ◽  
Virtual Environments ◽  
Information Technologies ◽  
Physical Distance ◽  
Traditional Learning ◽  
Sense Of Presence ◽  
Lack Of Control ◽  
Multisensory Interactions ◽  
Feasible Alternative

Online-learning is a feasible alternative to in-person attendance during COVID-19 pandemic. In this period, information technologies have allowed sharing experiences, but have also highlighted some limitations compared to traditional learning. Learning is strongly supported by some qualities of consciousness such as flow (intended as the optimal state of absorption and engagement activity) and sense of presence (feeling of exerting control, interacting with and getting immersed into real/virtual environments), behavioral, emotional, and cognitive engagement, together with the need for social interaction. During online learning, feelings of disconnection, social isolation, distractions, boredom, and lack of control exert a detrimental effect on the ability to reach the state of flow, the feeling of presence, the feeling of social involvement. Since online environments could prevent the rising of these learning–supporting variables, this article aims at describing the role of flow, presence, engagement, and social interactions during online sessions and at characterizing multisensory stimulations as a driver to cope with these issues. We argue that the use of augmented, mixed, or virtual reality can support the above-mentioned domains, and thus counteract the detrimental effects of physical distance. Such support could be further increased by enhancing multisensory stimulation modalities within augmented and virtual environments.

A Look Back: Church, state, and Kappan

2021 ◽  
Vol 102 (5) ◽  
pp. 5-7
Author(s):  
Teresa Preston
Keyword(s):  
Public Schools ◽  
Supreme Court ◽  
School Policy ◽  
Policy And Practice ◽  
Religious Instruction ◽  
Look Back ◽  
Diverse World ◽  
Supreme Court Rulings ◽  
Role Of Religion

In this monthly column, Kappan managing editor Teresa Preston looks back at how the magazine has covered questions related to the role of religion in public schools. Authors considered how Supreme Court rulings affected school policy and practice, whether religious instruction is necessary for promoting positive values, and how to encourage respect in a religiously diverse world.

scholarly journals The role of information technologies in ensuring banking security

2021 ◽  
Vol 1047 (1) ◽  
pp. 012069
Author(s):  
M N Kondratyeva ◽  
D D Svirina ◽  
A I Tsvetkov
Keyword(s):  
Information Technologies ◽  
Role Of Information

Public leadership behaviors of school principals: does it affect teacher motivation and job satisfaction in Turkish culture?

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Bünyamin Han ◽  
Rasim Tösten ◽  
Zakir Elçiçek
Keyword(s):  
Job Satisfaction ◽  
Public Schools ◽  
Teacher Motivation ◽  
School Principals ◽  
Leadership Behaviors ◽  
Content Type ◽  
The Public ◽  
Public Leadership ◽  
Mediating Role

PurposeThe aim of this research is to examine the public leadership (PL) behaviors of principals working in public schools and its effect on teacher motivation (M) and job satisfaction (JS). Moreover, the mediating role of JS in the relationship between PL and M is also explored.Design/methodology/approachThis research is quantitative and designed in relational survey model conducted with 327 teachers working in Siirt/Turkey in 2020. In the research, Public Leadership Scale, Teacher Motivation Scale and Minnesota Satisfaction Questionnaire were used. Descriptive analyses were used in data analysis. Moreover, mediating role of job satisfaction between public leadership and teacher motivation was tested.FindingsAccording to the results, the public leadership behaviors of school principals, motivation and job satisfaction of teachers are high according to teacher opinions. Additionally, public leadership behaviors of school principals have an effect on teacher motivation and job satisfaction. On the other hand, this study found a negative effect between public leadership and motivation when the effect of job satisfaction is controlled. The possible reasons for this situation were discussed in term of cultural differences.Practical implicationsThe results of this study imply that the leadership behaviors of school principals have cultural elements. Future research should be careful in measuring the political loyalty dimension of the public leadership and should take cultural element into consideration.Originality/valueAlthough there are many types of leadership, the type of leadership differs depending on the purpose of the organization, environmental conditions and culture. The lifestyle of the society, current developments and the structure of the organization are effective in interpreting the leadership needed in the organization. When looking at the models created about leadership in organizations, the effect of this type of leadership on organizational behavior is generally tried to be explained. This is also the case for motivation or job satisfaction. Therefore, this study also focuses on the effect of public leadership in explaining the job satisfaction and motivation of employees in educational organizations. However, another distinctive aspect of this research is that the cultural structure of the society is emphasized in the model to be created.

From Victims to Perpetrators of Bullying: The Role of Irrational Cognitions, Externalizing Problems, and Parental Attachment

2021 ◽  
pp. 088626052110435
Author(s):  
Raluca Balan ◽  
Anca Dobrean ◽  
Robert Balazsi
Keyword(s):  
Public Schools ◽  
Path Analysis ◽  
Indirect Effects ◽  
Externalizing Problems ◽  
Parental Attachment ◽  
Bullying Victimization ◽  
Indirect Pathway ◽  
Bullying Perpetration ◽  
Interaction Terms

The transition from bullying victimization to bullying perpetration is well documented in the literature. However, the mechanisms linking bullying victimization to perpetration are not fully understood. The main aim of the current study was to conduct a preliminary research investigating the indirect effects of youths bullying victimization on bullying perpetration through irrational cognitions and externalizing problems. The second aim of the study was to explore the moderating role of the type of parental attachment (secure vs. insecure) in the proposed model in explaining the association of bullying victimization and bullying perpetration. Data were collected from 269 adolescents (11-15 years; M = 11.98, SD = .68), enrolled in middle public schools from Romania. Path analysis and moderated path analysis were conducted to explore the direct and indirect effects and moderating effects, respectively. Study findings indicate that bullying victimization was indirectly related to bullying perpetration separately through youths’ irrational cognition as well as through externalizing problems. The serial indirect pathway from victimization to perpetration through irrational cognitions leading further to externalizing problems was also significant. However, the type of attachment that adolescents reported having toward their parents failed to moderate the indirect pathways, since all the interaction terms were nonsignificant. These findings advance the field prevention and intervention by identifying irrational cognitions and externalizing problems as important targets that anti-bullying programs should address to stop the transition from victims of bullying to perpetrators.

A New Perspective for Understanding School Managers’ Roles: The Impact of Principals’ Boundary Activities on the Effectiveness of School Management Teams

2018 ◽  
Vol 120 (3) ◽  
pp. 1-40
Author(s):  
Pascale Benoliel ◽  
Anit Somech
Keyword(s):  
Public Schools ◽  
School Leadership ◽  
Structural Equation ◽  
Equation Model ◽  
Management Teams ◽  
Role Performance ◽  
New Perspective ◽  
Mean Differences ◽  
The Impact

Background/Context Increasingly, educational leadership research has stressed that leadership is not solely embedded in formal roles but often emerges from relationships between individuals. Senior management teams (SMTs) are an important expression of a formal management structure based on the principle of distributed leadership. Such structures may require a reconceptualization of school leadership and the role of the principal in such a way as to better meet new challenges and enable principals to manage SMTs more effectively. Accordingly, it is proposed that to improve effectiveness, principals engage in boundary activities, the principals’ internal activities directed toward the SMT aimed at dealing with internal team matters and the principals’ external activities directed toward external agents in the team's focal environment to acquire resources and protect the team. Purpose/Objective The present study attempts to advance a theoretical model of principals’ internal and external activities toward their SMTs. This study's purpose is twofold: First, the study tries to determine which of the internal and external activities principals engage in more frequently and less frequently and to what extent. Second, the study attempts to determine how these activities are related to the SMT effectiveness outcomes: in-role performance and innovation. Taking on a distributive perspective to school leadership, our goal is to extend our knowledge about the activities that might facilitate SMT effectiveness, by highlighting the principal boundary activities as fundamental. Research Design Quantitative study. Data Collection and Analysis Data were collected from two sources to minimize problems associated with same source bias: 92 SMTs and their principals from 92 public schools in Israel. Principals evaluated the SMTs’ effectiveness through validated surveys of team in-role performance and team innovation, and SMT members evaluated the internal and external activities of the principal. Findings/Results ANOVA analyses indicate significant mean differences between the principal's internal and external activities. Results from Structural Equation Model indicate that internal activities were related to SMT performance, whereas external activities were related to SMT innovation. Conclusions/Recommendations Principals who manage both the internal SMT dynamic by promoting SMT identity and building team trust, while also promoting a common mission, serve the role of coordinator between SMT members and constituencies external to the SMT, enhancing SMT effectiveness. It may be, then, that studying new models of school leadership and management, including the relationship of the principal and the SMT, may deepen our understanding of the increasingly complex role of principals today.

Enhancing qualities of consciousness during online learning via multisensory interactions

2021 ◽  
Author(s):  
Valentina Cesari ◽  
Benedetta Galgani ◽  
Angelo Gemignani ◽  
Danilo Menicucci
Keyword(s):  
Online Learning ◽  
Virtual Environments ◽  
Information Technologies ◽  
Physical Distance ◽  
Sense Of Presence ◽  
Lack Of Control ◽  
Multisensory Interactions ◽  
Feasible Alternative ◽  
Time Information

Online-learning is a feasible alternative to the physical classroom during this current global COVID-19 pandemic. In this time, Information Technologies have allowed sharing experiences but has also highlighted some limitations compared to the traditional way of learning. Learning is strongly sustained by some qualities of consciousness such as flow (intended as the optimal state of absorption and engagement in activity) and sense of presence (feeling of exerting control, interacting with and getting immersed into real/virtual environments), together with the need for social interaction. During online learning, feelings of disconnection, social isolation, distractions, lack of control exert a detrimental effect on the ability to reach the state of flow, the feeling of presence, the feeling of social involvement. Since online environments could prevent the rising of these learning-supporting variables, this article aims at describing the role of flow, presence and social interactions during online sessions and characterizing multi sensory stimulations as a driver to cope with these issues. We argue that the use of augmented, mixed or virtual reality can support abovementioned domains of consciousness and thus counteract the detrimental effects of physical distance. Such support could be further increased by enhancing multisensory stimulation modalities within augmented and virtual environments.

NBIC-TECHNOLOGIES FOR A DIGITAL ECONOMY

2021 ◽  
Author(s):  
О.Н. МАСЛОВ
Keyword(s):  
Decision Support ◽  
Decision Support Systems ◽  
Simulation Modeling ◽  
Information Technologies ◽  
Business Processes ◽  
Digital Economy ◽  
Biological Information ◽  
Role Of Information ◽  
New Formation

Дается обоснование необходимости ускоренного внедрения NBIC-технологий (нанотехнологии, информацион -ные, биологические и когнитивные технологии) в отечественное производство на стадии его перехода к цифровой экономике. Рассматривается проблема формирования системы генерации и реализации инновационных знаний; показана ключевая роль информационных технологий (реинжиниринг бизнес-процессов, имитационное моделирование, системы поддержки реше -ний и др.). Отмечена важность подготовки кадров новой формации, способных использовать достижения NBIC-технологий в интересах современного производства. The paper discusses the need for accelerated implementation of NBIC-technologies (according to the first letters of their names: nanotechnology, biological, information, and cognitive technologies) in domestic production at the stage of its transition to the digital economy. The problem of forming a system for generating and implementing innovative knowledge is considered. The key role of information technologies (business processes reengineering, simulation modeling, decision support systems, etc.) in its solution is shown. The importance of training personnel of a new formation, capable of using the achievements of NBIC-technologies in the interests of modern production, is noted.

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