Enhanced Learning and Leading in a Technology Rich, 21st Century Global Learning Environment

This chapter explores the evolution of thinking about learning, resulting from the increasingly ubiquitous presence of instructional technology and communications technology in learning environments. It provides a short history of the pedagogical growth of technology usage. It further describes the impact of technology on the potential transformation of four-walled classrooms into global, online learning communities from a constructivist perspective, while looking at learner/teacher roles in the learning process. The Global Forum on School Leadership (GFSL) and the Global Forum on Educational Research (GFER) are introduced as applications of interactive educational technology, suitable for twenty-first century learners, teachers, and school leaders, that emphasize creation of new knowledge using exploration and collaboration through self directed, technology-enhanced learning controlled by the learner. The intent of this discussion is to explore the impact of technology on learning, and recognize the transformative power behind introducing this learning experience into school leader preparation programs.

ICT and Web 2.0 Technologies as a Determinant of Business Performance

Cases on Performance Measurement and Productivity Improvement ◽

10.4018/978-1-4666-2618-8.ch012 ◽

2013 ◽

pp. 243-268

Author(s):

Tanja Arh ◽

Vlado Dimovski ◽

Borka Jerman Blažic

Keyword(s):

Organizational Learning ◽

Web 2.0 ◽

Business Performance ◽

Structural Model ◽

Strong Impact ◽

Web 2.0 Technologies ◽

Impact Of Technology ◽

The Impact ◽

This chapter aims at presenting the results of an empirical study, linking the fields of technology-enhanced learning (TEL), Web 2.0 technologies and organizational learning, and their impact on the financial and non-financial business performance. The chapter focuses on the presentation of the conceptualization of a structural model that was developed to test the impact of technology-enhanced learning and Web 2.0 technologies on the organizational learning and business performance of companies with more than 50 employees. The paper provides detailed definitions of technology-enhanced learning, Web 2.0 technologies and technical terms related to it, its scope and the process of organisational learning, as well as a method for business performance assessment. Special attention is given to the findings related to the observed correlations between the aforementioned constructs. The results of the study indicate a strong impact of ICT and technology-enhanced learning on organizational learning and the non-financial business performance.

The impact of Technology Enhanced Learning on students with Specific Learning Difficulties

10.53593/n3322a ◽

2020 ◽

Author(s):

Astrid Coxon ◽

Fabio Aricò ◽

Jeremy Schildt

Keyword(s):

Learning Difficulties ◽

Impact Of Technology ◽

The Impact ◽

Enhanced Learning ◽

Specific Learning

ICT and Web 2.0 Technologies as a Determinant of Business Performance

Cases on ICT Utilization, Practice and Solutions ◽

10.4018/978-1-60960-015-0.ch005 ◽

2011 ◽

pp. 59-77 ◽

Cited By ~ 1

Author(s):

Tanja Arh ◽

Vlado Dimovski ◽

Borka Jerman Blažic

Keyword(s):

Organizational Learning ◽

Web 2.0 ◽

Business Performance ◽

Structural Model ◽

Strong Impact ◽

Web 2.0 Technologies ◽

Impact Of Technology ◽

The Impact ◽

This chapter aims at presenting the results of an empirical study, linking the fields of technology-enhanced learning (TEL), Web 2.0 technologies and organizational learning, and their impact on the financial and non-financial business performance. The chapter focuses on the presentation of the conceptualization of a structural model that was developed to test the impact of technology-enhanced learning and Web 2.0 technologies on the organizational learning and business performance of companies with more than 50 employees. The paper provides detailed definitions of technology-enhanced learning, Web 2.0 technologies and technical terms related to it, its scope and the process of organisational learning, as well as a method for business performance assessment. Special attention is given to the findings related to the observed correlations between the aforementioned constructs. The results of the study indicate a strong impact of ICT and technology-enhanced learning on organizational learning and the non-financial business performance.

State of States: Landscape of University-Based Pathways to the Principalship

Journal of School Leadership ◽

10.1177/1052684620980360 ◽

2020 ◽

pp. 105268462098036

Author(s):

Erin Anderson ◽

Sajjid Budhwani ◽

Frank Perrone

Keyword(s):

School Leadership ◽

Postsecondary Education ◽

Leadership Preparation ◽

The United States ◽

Student Aid ◽

Preparation Programs ◽

Face To Face ◽

Delivery Modes ◽

Education Data ◽

This study describes the landscape of school leadership preparation programs in the United States, including pathways to the principalship (master’s, certification, educational specialist) and the delivery modes for each pathway (face-to-face, fully online, hybrid). First, data was collected from the Integrated Postsecondary Education Data on the number of degrees and certificates awarded by every postsecondary institution receiving U.S. federal student aid from 2013 to 2018. Then program websites were searched and coded by two independent coders. All discrepancies were resolved; the final dataset was analyzed using measures of central tendency. This study found that master’s programs were the most common route to the principalship, and there were more than double the number of master’s offerings than certification and more than double as many certification offerings than educational specialist. The most common delivery modes across each pathway were, from most prevalent to least: face-to-face, fully online, and hybrid. Ten states had an offering in every pathway and modality, but no individual university offered every pathway and modality. Twenty-one states had one or more universities that offered all pathways but not all modalities. Implications are that program faculty informed decisions about what pathways and modalities to offer, these data allow for sampling techniques that can help researchers conduct more inferential studies to measure the impact of leadership preparation on school outcomes, and these data allow for research that differs by pathway, providing a more nuanced understanding of preparation. Finally, this study serves as a call for a centralized database for tracking SLPP data.

Impact of Technology on School Leadership at Jakar Higher Secondary School, Bumthang

Asian Journal of Education and Social Studies ◽

10.9734/ajess/2021/v21i430513 ◽

2021 ◽

pp. 10-21

Author(s):

Ngawang Jamtsho ◽

Dechen Loday

Keyword(s):

Secondary School ◽

Student Learning ◽

School Leadership ◽

Professional Growth ◽

Rating Score ◽

Technology Leader ◽

Technology Advancement ◽

Post Test ◽

Impact Of Technology ◽

Technology is indispensable in today's era and we have to think about how we can utilize it to create and impart effective leadership and learning in the schools. The essence of technology is strongly felt in education than ever before. The school leader who harnesses technology advances in every aspect and becomes a technology leader. Technology advancement is professional growth and it affects school leadership. The purpose of this action research was to find out the impact of technology on school leadership. The pre-test and post-test were carried out and data were analyzed accordingly. The questionnaire was categorized into three aspects such as communication, student learning, and administrative and managerial. The pre-test and post-test data showed a change in responses and the rating score on the questionnaire indicated the effectiveness of intervention strategies and the impact of technology on school leadership. The findings also show a significant positive correlation between technology and school leadership. It was found out that technology has a greater impact on school leadership, student learning and also amplifies communication skills.

A Study of the Impact of Technology-Enhanced Learning on Student Academic Performance

Journal of Perspectives in Applied Academic Practice ◽

10.14297/jpaap.v2i3.111 ◽

2014 ◽

Vol 2 (3) ◽

Cited By ~ 2

Author(s):

Sandeep Chowdhry ◽

Karolina Sieler ◽

Lourdes Alwis

Keyword(s):

Student Learning ◽

Teaching And Learning ◽

Academic Staff ◽

Learning Experience ◽

Virtual Learning Environment ◽

University Education ◽

Online Module ◽

Impact Of Technology ◽

In university education a lot of emphasis is placed on the use of the virtual learning environment (VLE) in teaching to enhance the student learning experience. As a result, the academic staff is encouraged to use VLEs in different ways, including as a platform to provide online access to the study material but also as a source of additional online module activities aimed at enhancing student learning. This article reports on a study conducted on 257 students to investigate whether the utilisation of VLE has any impact on the final marks achieved by the students. As part of the study, the VLE logs were contrasted with the final marks of the students participating in a Law Module (LM), an Electrical Engineering Module (EEM) and a Mechanical Engineering Module (MEM) delivered at Edinburgh Napier University in the academic year 2013/2014. The results showed that the number of VLE visits did not have a direct impact on the final marks obtained by the students. However, for one of the modules there was some correlation between the final marks obtained by the students and the way the modules were structured around the VLE. The results of the study emphasised the need for continued improvement of the technology-enhanced teaching and learning skills of the academic staff in order to enhance the student learning experience.

Youth’ Educational Problems During Distance Learning

Annales Universitatis Mariae Curie-Sklodowska sectio N Educatio Nova ◽

10.17951/en.2021.6.27-41 ◽

2021 ◽

Vol 6 ◽

pp. 27-41

Author(s):

Aleksandra Araszkiewicz

Keyword(s):

Distance Learning ◽

Time Management ◽

Student Attitudes ◽

Learning Experience ◽

Traditional Education ◽

Management Skills ◽

School Year ◽

Learning Conditions ◽

Impact Of Technology ◽

The article is based on the distance learning experience in the second half of the 2019/2020 school year. The author focuses on the students’ perspective and points out that the youth’ educational dilemmas compared to traditional education have not so much changed, but have become acute. In order to understand different student attitudes during distance learning, it is necessary to understand their reasons, therefore, the author analyzes the learning conditions, students’ time management skills and the impact of technology on the health and social development of their students.

Handbook of Research on Education and Technology in a Changing Society - Advances in Educational Technologies and Instructional Design ◽

The Impact of Technology on PK-12 Teacher Preparation Programs

10.4018/978-1-4666-6046-5.ch018 ◽

2014 ◽

pp. 235-245

Author(s):

Amy L. Sedivy-Benton ◽

Katina M. Leland

Keyword(s):

Teacher Preparation ◽

Student Learning ◽

Teacher Preparation Programs ◽

Classroom Teachers ◽

Preparation Programs ◽

Use Of Technology ◽

Integration Of Technology ◽

Impact Of Technology ◽

The Impact ◽

Pre Service Teacher

Technology is becoming more and more ubiquitous in our daily activities. There has been a drastic change in the technology skills that PK-20 students have acquired prior to enrolling in school. In order to be successful in the classroom, teachers need to know how to integrate technology in a way that benefits student learning and teacher effectiveness. Teacher preparation programs need to put a concentrated effort into teaching pre-service teachers the use of technology and the integration of technology into their teaching to assist in student learning. This chapter provides an overview of what the technology expectations are of pre-service teachers as they enter the profession of teaching and what pre-service teacher preparation programs are offering these candidates. The chapter concludes with recommendations and future trends with technology and its use in teacher preparation programs.

ICT and Web 2.0 Technologies as a Determinant of Business Performance

Cases on Public Information Management and E-Government Adoption ◽

10.4018/978-1-4666-0981-5.ch018 ◽

2012 ◽

pp. 403-428

Author(s):

Tanja Arh ◽

Vlado Dimovski ◽

Borka Jerman Blažic

Keyword(s):

Organizational Learning ◽

Web 2.0 ◽

Business Performance ◽

Structural Model ◽

Strong Impact ◽

Web 2.0 Technologies ◽

Impact Of Technology ◽

The Impact ◽

This chapter aims at presenting the results of an empirical study, linking the fields of technology-enhanced learning (TEL), Web 2.0 technologies and organizational learning, and their impact on the financial and non-financial business performance. The chapter focuses on the presentation of the conceptualization of a structural model that was developed to test the impact of technology-enhanced learning and Web 2.0 technologies on the organizational learning and business performance of companies with more than 50 employees. The authors provide detailed definitions of technology-enhanced learning, Web 2.0 technologies, and technical terms related to it, its scope and the process of organisational learning, as well as a method for business performance assessment. Special attention is given to the findings related to the observed correlations between the aforementioned constructs. The results of the study indicate a strong impact of ICT and technology-enhanced learning on organizational learning and the non-financial business performance.