scholarly journals The Roles and Responsibilities of School Administrators during the Emergency Remote Teaching Process in Covid-19 Pandemic

2021 ◽  
Vol 6 (4) ◽  
pp. 870-901
Author(s):  
Sadegül Akbaba Altun ◽  
◽  
Mustafa Bulut ◽  
Keyword(s):  
Social Media ◽  
School Administrators ◽  
Communication Styles ◽  
Online Classes ◽  
Roles And Responsibilities ◽  
Qualitative Research Design ◽  
Use Of Technology ◽  
Management Processes ◽  
Digital Management ◽  
K 12

When Covid 19 pandemic started, schools in Turkey, as in many parts of the World, were closed and then emergency remote teaching started. The purpose of this study is to explain the roles and responsibilities of school administrators related to emergency remote teaching after schools were closed. In order to reveal the purpose above, this research was carried out in qualitative research design. 105 school administrators from different regions of Turkey and different school levels participated the study. The data were collected through a Google Drive form with open-ended questions. The collected data were analyzed with content and descriptive analyses. The findings showed that the roles and responsibilities of the school administrators regarding emergency remote teaching included planning the process, starting online classes, opening different social media accounts, managing the online program, solving the adaptation problems of students and teachers, monitoring the actions taken and motivating teachers, students, parents; communication and finally it has been seen that they are in the act of transition to and maintaining digital management. During the Covid 19 pandemic, school administrators have mostly done “communication”. There were also changes in the communication styles of school administrators and social media tools were used effectively. The intensive use of technology in this period has caused changes in management processes and managers have mostly talked about digital management. The exhausting aspects of digital management are expressed as well as the facilitating ones. Since emergency remote teaching is not a common case in the K-12 Turkish education system, the roles and responsibilities of school administrators during such emergency periods have not been studied in national context yet. Therefore, what school administrators did in relation to remote teaching during this Covid 19 period was explored.

K-20 Technology Partnerships in a Rural Community

2009 ◽  
pp. 620-632
Author(s):  
Linda R. Lisowski ◽  
Claudia C. Twiford ◽  
Joseph A. Lisowski ◽  
Quintin Q. Davis ◽  
Rebecca F. Kirtley
Keyword(s):  
Public Schools ◽  
Rural Community ◽  
21St Century ◽  
21St Century Learning ◽  
Lessons Learned ◽  
Roles And Responsibilities ◽  
Use Of Technology ◽  
Technology Partnerships ◽  
And Mathematics ◽  
K 12

Public schools need to address issues of 21st century literacy, which go beyond reading and mathematics to include teamwork and technological proficiency. The authors have worked collaboratively to develop K-20 technology partnerships that provide 21st century learning to benefit all stakeholders. In this chapter, the authors discuss three of these partnerships and the benefits and barriers associated with them. Lessons learned included the need for: 1) immediately available technological and pedagogical support; 2) formalized roles and responsibilities between K-12 and university partners; 3) personnel who can take over a role or responsibility in emergencies; and 4) opportunities to plan ahead together. The authors hope that their lessons learned can inform other K-20 collaborations as they develop innovative 21st century partnerships through the use of technology.

Teacher Leadership in Special Education

2021 ◽  
pp. 135-174
Author(s):  
Annie Nguyen Tran
Keyword(s):  
Special Education ◽  
Teacher Leadership ◽  
Special Education Teachers ◽  
Professional Growth ◽  
School Administrators ◽  
School Staff ◽  
Leadership Positions ◽  
Roles And Responsibilities ◽  
K 12 ◽  
The Impact

This chapter addresses the impact of the traditional hierarchical system of organizational leadership on K-12 schools, particularly in special education. This model of leadership distinguishes leaders, such as school principals, from non-leaders, such as teachers and school staff. For special education teachers, this passé model of leadership becomes a barrier for professional growth by limiting the opportunities for teacher leadership in special education. In order for special education teachers to pursue leadership positions in the K-12 education system, teachers likely have to give up their teaching identities in exchange for new roles and responsibilities. With a limitation of research in the area of teacher leadership in special education, there is a need for discussion on how special education teachers can use their expertise to influence school administrators and staff towards equitable and inclusive organizational change.

scholarly journals Impacts of school shooter drills on the psychological well-being of American K-12 school communities: a social media study

2021 ◽  
Vol 8 (1) ◽  
Author(s):  
Mai ElSherief ◽  
Koustuv Saha ◽  
Pranshu Gupta ◽  
Shrija Mishra ◽  
Jordyn Seybolt ◽  
...  
Keyword(s):  
Social Media ◽  
School Safety ◽  
School Administrators ◽  
Interrupted Time Series ◽  
Well Being ◽  
Interrupted Time Series Analysis ◽  
School Communities ◽  
Media Study ◽  
K 12 ◽  
Do So

AbstractThe toll from gun violence in American K-12 schools has escalated over the past 20 years. School administrators face pressure to prepare for possible active shootings, and often do so through drills, which can range from general lockdowns to simulations, involving masked “shooters” and simulated gunfire, and many variations in between. However, the broad and lasting impact of these drills on the well-being of school communities is poorly understood. To that end, this article applies machine learning and interrupted time series analysis to 54 million social media posts, both pre- and post-drills in 114 schools spanning 33 states. Drill dates and locations were identified via a survey, then posts were captured by geo-location, school social media following, and/or school social media group membership. Results indicate that anxiety, stress, and depression increased by 39–42% following the drills, but this was accompanied by increases in civic engagement (10–106%). This research, paired with the lack of strong evidence that drills save lives, suggests that proactive school safety strategies may be both more effective, and less detrimental to mental health, than drills.

scholarly journals An exploration of a rural Arkansas K-12 educational leader's and community's social media use

2015 ◽  
Author(s):  
◽  
Amie L. Breshears
Keyword(s):  
Social Media ◽  
Technology Use ◽  
Media Use ◽  
Positive Impact ◽  
Social Media Use ◽  
Personal Learning ◽  
Staff Members ◽  
Use Of Technology ◽  
Personal Learning Network ◽  
K 12

This exploratory qualitative case study was designed to examine a rural Arkansas K-12 educational leader's and community's communication using social media. Hoffman and Novak's (1996) model of marketing communications in a hypermedia computer-mediated environment served as the conceptual framework for analyzing the leader's social media use from the perspectives of students, parents, and faculty/staff members. The rural K-12 school was located in the northwest region of Arkansas. The study's participants included an educational leader nationally recognized for her use of technology and her students, parents, and faculty/staff members. Through information-gathering questionnaires, interviews, focus group sessions, observations, and document gathering, data were collected and triangulated. Three themes emerged through data analysis. The themes included: recognition of and appreciation for Mrs. Johnson's authentic proficient professional social media use on sites such as Twitter; the power of connectedness both in her relationships with students and with others around the nation through social media; and the positive impact of Mrs. Johnson's professional social media use on the school and its stakeholders, including the faculty/staff, students, and its reputation. These themes furnish an understanding of the phenomenon of a rural K-12 educational leader's professional social media use as perceived by faculty/staff, students, and parents. This study's findings indicated that a rural K-12 educational leader's students, parents, and faculty/staff positively perceive the leader's professional social media use as a sign of leadership in technology use, a model of responsible social media use, a fount of resources and ideas to be shared, and as a source of school pride and culture. Professional social media use may also function as an instantaneously accessible personal learning network for educational leaders, supplying them with peer-connections, concepts, and information free from geographical limitations. While students, parents, and faculty/staff members may be novice users of technology or social media, they believe that the educational leader's professional social media use benefits the students and the school.

STRATEGI PENGEMBANGAN SULAM BAYANG

2018 ◽  
Vol 3 (2) ◽  
pp. 204
Author(s):  
Doni Marlius ◽  
Rino Dwi Putra ◽  
Elva Dona
Keyword(s):  
Social Media ◽  
Local Government ◽  
Production Capacity ◽  
Design And Development ◽  
Good Relationship ◽  
Use Of Technology ◽  
Skilled Manpower ◽  
Cooperative Institution ◽  
Descriptive Method

<p><em>This research was conducted using descriptive method to analyze and interpret the condition or condition of shadow embroidery industry barung barung balantai so that policy can be taken. The result of this research is shadow embroidery artisans must maximize social media for promotion, improve good relationship with local government in the form of continuous cooperation in order to maximize the existing potential in the shadow embroidery, utilize existing skilled manpower to do the coaching on the craftsmen so that the amount increases to increase production capacity and there is cutting time in the work, cooperating with other industries that support shadow embroidery such as bags, shoes, etc. through local government, making a joint container or a kind of shadow embroidery union can be a cooperative institution, marketing institutions or other institutions, increasing skill of craftsmen in processing materials embroidery and skill from the owner in managing his group facing competition with other products, as well as increasing the use of technology in the design and development of motives.</em></p><p><em><br /></em></p><p>Penelitian ini dilakukan menggunakan metode deskriptif untuk menganalisis dan menginterprestasikan keadaan atau kondisi industri sulam bayangan barung barung balantai sehingga dapat diambil kebijakan. Hasil penelitian ini pengrajin sulam bayangan harus memaksimalkan media sosial untuk promosi, meningkatkan hubungan baik dengan pemerintah daerah berupa kerjasama yang kontinue guna memaksimalkan potensi yang ada pada sulam bayangan, memanfaatkan tenaga terampil yang ada untuk melakukan pembinaan pada pengrajin sehingga jumlahnya bertambah agar kapasitas produksi meningkat dan ada pemangkasan waktu dalam pengerjaan, menjalin kerjasama dengan industri lain yang mendukung sulam bayangan seperti tas, sepatu, dll melalui pemerintah daerah, membuat wadah bersama atau semacam persatuan sulam bayangan bisa berupa lembaga koperasi, lembaga pemasaran ataupun lembaga lainnya, meningkatkan skill pengrajin dalam mengolah bahan sulam dan skill dari pemilik dalam mengelola kelompoknya menghadapi persaingan dengan produk lain, serta meningkatkan penggunaan teknologi dalam desain dan pengembangan motif.</p><p><em><br /></em></p>

BERHIKMAT DALAM BERTEKNOLOGI KHUSUSNYA BAGI ANAK-ANAK DIMASA PANDEMI SAAT INI

2021 ◽  
Author(s):  
Melianti Kiding Allo
Keyword(s):  
Social Media ◽  
Growth And Development ◽  
Children's Behavior ◽  
Digital Era ◽  
Use Of Technology ◽  
Children Education ◽  
The Impact

Currently the development of children is the center of attention for families and schools, where at this time technology or social media in the current digital era has a very good and bad impact on children if parents and teachers do not monitor children in using social media. the impact of the misuse of technology, it must continue to guide children. Education in schools is very helpful for the growth and development of children. Because children who receive education at school understand more about some of the things that can be learned at school and children's behavior is more functional because it is shaped by observation and influenced by what they get. When parents or teachers educate children well, the child's association will be better. Because nowadays, especially the use of technology or social media, it really has an impact on children.

A Decade of Research on K–12 Teaching and Teacher Learning with Social Media: Insights on the State of the Field

2020 ◽  
Vol 122 (6) ◽  
pp. 1-72
Author(s):  
Christine Greenhow ◽  
Sarah M. Galvin ◽  
Diana L. Brandon ◽  
Emilia Askari
Keyword(s):  
Professional Development ◽  
Social Media ◽  
Informal Learning ◽  
Educational Research ◽  
Professional Learning ◽  
The State ◽  
Classroom Teaching ◽  
Literature Reviews ◽  
Use Of Social Media ◽  
K 12

Background and Context The increasingly widespread use of social media to expand one's social connections is a relatively new but important phenomenon that has implications for teaching, learning, and teachers’ professional knowledge and development in the 21st century. Educational research in this area is expanding, but further investigation is necessary to better determine how to best support teachers in their professional development, collaboration, and classroom teaching. Prior literature reviews have focused extensively on higher education settings or particular platforms or platform types (e.g., Facebook, microblogging). This article provides needed insights into K–12 settings and encompasses work from a variety of social media types. We describe a systematic review of more than a decade of educational research from various countries to present the state of the field in K–12 teachers’ use of social media for teaching and professional learning across various platforms. Research Questions To define social media's potentially beneficial roles in teaching and learning, we must first take an in-depth look at teachers’ current social media practices. Toward this end, we approached our review with the following research question: How are social media perceived and used by K–12 teachers for their teaching or professional learning, and with what impacts on teachers’ practices? Research Design Guided by Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) established standards for rigor and quality in systematic literature reviews, this article reviews empirical research to examine how social media are perceived and used by K–12 teachers with what impacts on teachers’ practices. Findings We find that social media features offer several benefits for helping teachers fulfill their goals for classroom teaching, including enhancing student engagement, community connections, and teacher–student interactions, but these affordances come with challenges that must be navigated. The literature also suggests that social media features provide benefits for teachers’ professional learning within both formal professional development programs and informal learning networks. Conclusions Implications of this literature review for future research and the design of educational practices are discussed in the final section. Among our conclusions are calls for more data triangulation between teachers’ and students’ learning and experiences on social media, more attention to teachers’ observational behaviors on social media, and further exploration of how social media facilitates interplay between teachers’ formal and informal learning.

scholarly journals Psychosexual history-taking in the 21st century: new terminology, new technology and new risks

2018 ◽  
Vol 25 (3) ◽  
pp. 166-176
Author(s):  
Lisa Gardiner
Keyword(s):  
Social Media ◽  
Sexual Offending ◽  
Psychiatric Patients ◽  
New Technology ◽  
Relationship Maintenance ◽  
The Internet ◽  
List Type ◽  
History Taking ◽  
Sexual Behaviours ◽  
Use Of Technology

SUMMARYSexual and relationships difficulties are not uncommon among psychiatric patients. A presenting complaint of anxiety or depression may relate to an underlying sexual or relationship difficulty; commonly used psychotropic medications cause sexual side-effects that can have a significant impact quality of life, relationship maintenance and treatment adherence; patients may exhibit unusual or excessive sexual behaviours when acutely unwell, including risky use of apps to meet sexual partners and accessing online pornography in unsafe ways; patients may have used technology such as the internet to harm others or they may be victims of such harm; the internet and social media might even be influencing sexual expression, for example gender identity. Therefore, psychosexual history-taking remains a key competency for psychiatrists. They must also understand the new language used to describe sexuality, sexual behaviours and the use of social media, apps and so on to form relationships. This article outlines the key areas to consider in carrying out a structured psychosexual assessment. It also gives an overview of current sexual terminology, observed influences of the internet on sexuality and sexual behaviour, and its implications for mental health and potential sexual offending.LEARNING OBJECTIVESAfter reading this article you will be able to: •outline a framework for psychosexual history-taking•recognise emerging terminology relating to sexual behaviours and identity•understand the relevance of the internet, social media and technology-based apps to human relationships, including the use of technology in sexual offendingDECLARATION OF INTERESTNone.

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