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call for book chapters edtech leadership

Call for Chapters:
Inspiring Change: Lessons for Leaders about Large-Scale Technology Implementation

https://drive.google.com/file/d/10N-_8rwPnpmtkJu1q2Cs-BuyDs0s6bw3/view

Through storytelling and narrative case studies, this book proposes to provide evidence-based practices, practical strategies, administrative considerations, and management tools for K12 and post-secondary school leaders charged with implementing technology at scale. It intentionally takes a broad view across all education levels to tell stories about how large-scale technology implementations might inspire systemic changes and new collaborations. In order to do so, this book proposes to include diverse voices and perspectives representing K12 and post-secondary institutions with the goal of facilitating equitable, sustainable technology access for learner success.
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More on ED Leadership and Technology in this IMS blog
https://blog.stcloudstate.edu/ims?s=edad+technology

ed leadership and edtech

Edtech playground: Helping teachers choose better tools

By Nicole Krueger Leadership

https://www.iste.org/explore/articleDetail?articleid=2177

A virtual reality headset can take students on an immersive journey to another world. But no matter how cool it is, if that $3,000 piece of equipment enters a classroom and doesn’t provide any real instructional value, it can quickly become a very expensive paperweight.

Most schools don’t do edtech procurement really well yet. Sometimes we buy products that end up in closets because they don’t fit the instructional needs of students, and we end up not being good stewards of taxpayer dollars.

Located in the district’s central office, where hundreds of teachers and staff members stop by each week for professional development, the playground offers a creative space that encourages teachers to explore new tools that have been vetted and approved by the district’s tech department.

In the United States, K-12 schools spend more than $13 billion a year on edtech — often without any idea whether it will make a difference in learning outcomes.

 

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More on ISTE in this IMS blog
https://blog.stcloudstate.edu/ims?s=iste

more on digital literacy for ed leaders in this IMS blog
https://blog.stcloudstate.edu/ims?s=digital+literacy+EDAD

Principalship EDAD

Link to this blog entry: http://bit.ly/principaledad

Fri, Feb. 2, 2018, Principalship class, 22 people, Plymouth room 103

Instructor Jim Johnson  EDAD principalship class

The many different roles of the principals:

Communication

Effective communication is one critical characteristics of effective and successful school principal. Research on effective schools and instructional leadership emphasizes the impact of principal leadership on creating safe and secure learning environment and positive nurturing school climate (Halawah, 2005, p. 334)

Halawah, I. (2005). The Relationship between Effective Communication of High School Principal and School Climate. Education, 126(2), 334-345.

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Selection of school principals in Hong Kong. The findings confirm a four-factor set of expectations sought from applicants; these are Generic Managerial Skills; Communication and Presentation Skills; Knowledge and Experience; and Religious Value Orientation.

Kwan, P. (2012). Assessing school principal candidates: perspectives of the hiring superintendents. International Journal Of Leadership In Education, 15(3), 331-349. doi:10.1080/13603124.2011.617838

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Yee, D. L. (2000). Images of school principals’ information and communications technology leadership. Journal of Information Technology for Teacher Education, 9(3), 287–302. https://doi.org/10.1080/14759390000200097

Catano, N., & Stronge, J. H. (2007). What do we expect of school principals? Congruence between principal evaluation and performance standards. International Journal of Leadership in Education, 10(4), 379–399. https://doi.org/10.1080/13603120701381782

Communication can consist of two large areas:

  • broadcasting information: PR, promotions, notifications etc.
  • two-way communication: collecting feedback, “office hours” type of communication, backchanneling, etc.

Further communication initiated by/from principals can have different audiences

  • staff: teachers, maintenance etc.

Ärlestig, H. (2008). Communication between principals and teachers in successful schools. DIVA. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-1927

Reyes, P., & Hoyle, D. (1992). Teachers’ Satisfaction With Principals’ Communication. The Journal of Educational Research, 85(3), 163–168. https://doi.org/10.1080/00220671.1992.9944433

  • parents: involvement, feeling of empowerment, support, volunteering
  • students
  • board members
  • community

Epstein, J. L. (1995). School/family/community partnerships – ProQuest. Phi Delta Kappan, 76(9), 701.

  • Others

Communication and Visualization

The ever-growing necessity to be able to communicate data to different audiences in digestible format.

https://blog.stcloudstate.edu/ims/2017/07/15/large-scale-visualization/

So, how do we organize and exercise communication with these audiences and considering the different content to be communicated?

  • How do you use to do it at your school, when you were students 20-30 years ago?
  • How is it different now?
  • How do you think it must be changed?

Communication tools:

physical

  • paper-based memos, physical boards

Electronic

  • phone, Intercom, email, electronic boards (listservs)

21st century electronic tools

  • Electronic boards
    • Pinterest
  • Internet telephony and desktopsharing
    • Adobe Connect, Webex, Zoom, GoToMeeting, Teamviewer etc.
    • Skype, Google Hangouts, Facebook Messenger
  • Electronic calendars
    • Doodle, MS Offce365, Google Calendar
  • Social media / The Cloud
    • Visuals: Flickr, YouTube, TeacherTube, MediaSpace
    • Podasts
    • Direct two-way communication
      • Asynchronous
        • Snapchat
        • Facebook
        • Twitter
        • LinkedIn
        • Instagram
      • Synchronous
        • Chat
        • Audio/video/desktopsharing
      • Management tools

 

Tools:

https://blog.stcloudstate.edu/ims/2016/07/16/communication-tool-for-teachers-and-parents/

Top 10 Social Media Management Tools: beyond Hootsuite and TweetDeck

https://blog.stcloudstate.edu/ims/2013/11/17/top-10-social-media-management-tools-beyond-hootsuite-and-tweetdeck/

Manage control of your passwords and logons (Password Managers)

  • 1Password.
  • Okta.
  • Keeper.
  • KeePass.
  • Centrify Application Services.
  • RoboForm.
  • Zoho Vault.
  • Passpack.
  • LastPass

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class discussion Feb 2.

PeachJar : https://www.peachjar.com/

Seesaw: https://web.seesaw.me/

Schoology: https://www.schoology.com/

 

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Group Assignment

considering the information discussed in class, split in groups of 4 and develop your institution strategy for effective and modern communication across and out of your school.

>>>>>>>>>>> Word of the day: blockchain credentialing <<<<<<<<<<<<<<<<<<<<<

>>>>>>>>>>> K12 Trends 4 2018 <<<<<<<<<<<<<<<<<

 

 

Digital Storytelling for EDAD 652

Community Relations for Administrators EDAD 652

Instructor Kay Worner

A discussion with Kay’s class of school administrators about the use of digital storytelling as a tool for community relations.

discussion based on LIB 490/590
http://web.stcloudstate.edu/pmiltenoff/lib490/

  • Introduction (5-10 min)
    Plamen: http://web.stcloudstate.edu/pmiltenoff/faculty/
    students: interests and related information
  • Group assignment (5-10 min)
    Effective communication strategies. List 3-5 and discuss the pros and cons (what makes them effective and are there any impediments, limitations)
  • Class discussion on effective communication strategies: based on the group work findings, how do you think digital storytelling may be [can it be] an effective communication tool

What is Storytelling? How does it differ from Digital Storytelling?

https://en.wikipedia.org/wiki/Digital_storytelling

Rossiter & Garcia (2010)  consider “digital stories are short vignettes that combine the art of telling stories with multimedia objects including images, audio, and video” (p. 37)

Is Digital Storytelling more then just storytelling on technology steroids?

What is Digital Storytelling (DS) for school leadership? A bibliographic research reveals a plenitude of research on DS in the classroom, for educators, but not much for educational leaders.
Guajardo, Oliver, Rodrigez, Valcez, Cantu, & Guajardo (2011) view digital storytelling for emerging educational leaders as “as a process for data creation, analysis, and synthesis.”

There is information for corporate leaders or community leaders and DS, but not much for ed leaders.

Let’s create our own understanding of digital storytelling for educational leaders.

Basic definitions, concepts and processes.

  • Learn about Web 1.0 versus Web 2.0; the Cloud; transliteracy and multiliteracy

Multimodal Literacy refers to meaning-making that occurs through the reading, viewing, understanding, responding to and producing and interacting with multimedia and digital texts. It may include oral and gestural modes of talking, listening and dramatising as well as writing, designing and producing such texts. The processing of modes, such as image, words, sound and movement within texts can occur simultaneously and is often cohesive and synchronous. Sometimes specific modes may dominate.

http://guides.library.stonybrook.edu/digital-storytelling

  • Social Media and digital storytelling
    which social media tools would you employ to ensure a digital story happening?

When you hear the term, Digital Storytelling, do you immediately consider Social Media?

IT’S A MINDSET – NOT A SKILL
http://turndog.co/2015/06/16/how-to-use-social-media-in-your-digital-storytelling/

Share Your Brand’s (School?) Story
https://www.postplanner.com/digital-storytelling-techniques-secret-sauce-social-media/

  • group work (15-20) min
    split in groups of 3: an ed leader, a media specialist (or teacher with technology background) and a teacher (to represent a school committee on community relations)
    you have 5 min to research (Internet, access to school resources) and 5-10 min to come up with a strategy for use of digital storytelling for expanding and improving community relationship
    Base your strategy on existing examples.
    E.g.:
    Do the following electronic resources regarding this particular educational institution relay digital story:
    http://strideacademy.org/
    https://www.facebook.com/StrideAcademy/
    https://twitter.com/search?q=Stride%20Academy%20Charter%20School&src=tyah
    https://youtu.be/eekIUqMQ4v0
    What do you like?
    What would you do differently?
  • Digital Storytelling for building, expanding, improving community relations – final thoughts

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literature:
Rossiter, M., & Garcia, P. A. (2010). Digital storytelling: A new player on the narrative field.
New Directions For Adult & Continuing Education, 2010(126), 37-48.
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com%2flogin.aspx%3fdirect%3dtrue%26db%3daph%26AN%3d51532202%26
site%3dehost-live%26scope%3dsite

Guajardo, M., Oliver, J. A., Rodriguez, G., Valadez, M. M., Cantu, Y., & Guajardo, F. (2011). Reframing the Praxis of School Leadership Preparation through Digital Storytelling. Journal Of Research On Leadership Education, 6(5), 145-161.
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more on digital storytelling in this IMS blog
https://blog.stcloudstate.edu/ims?s=digital+storytelling

digital literacy for EDAD

one-credit courses on digital literacy offered for the School of Education department for Educational Leadership

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EDAD 697Introduction to Educational Technology

1 credit, summer 2016

Technology forecast for education: https://blog.stcloudstate.edu/ims/2016/01/27/4710/

Course Description

This synchronous online course will introduce school administrators to the multitude and complexity of educational technology issues. Through group discussions and exercises, the course will focus on the development of knowledge, skills and depositions to effective professional practice in educational leadership. The goal of the course is to develop knowledge and understanding of appropriate application of technology in the teaching and learning process and in the management of educational programs.
Information and experience in the course will include review of the latest trends in technology. Familiarity to acquisition of expertise will be sought in understand and use of Web 2.0 and Web 3.0, as well as social media, multimedia and interactivity and how it affects school life as well as the role of the educational leader. Specific attention will be paid to the importance and ability to develop and maintain policies, which reflect the ever-changing world of technology. Auxiliary, but no less important issues such as legal issues, copyright issues, ethics and other forms of digital citizenship will be discussed.

Course Objectives:

Upon successful completion of this course the student will:

Course Objective Knowledge Skill Disposition Impact
1.      Demonstrate knowledge and the use of related technologies appropriate to the management of a school # o o
2.      Demonstrate knowledge and the use of related technologies appropriate to the instructional program of a school # o o
3.      Demonstrate knowledge and the use of various types of related technologies for supporting the instructional program of the school # o o
4.      Demonstrate knowledge of planning and management procedures and policies for the appropriate use of technological resources to serve the mission of the school # o o
5.      Demonstrate knowledge of common computer and related technological applications # o o
6.      Identify gender & diversity issues related to technology in education o o o
7.      Demonstrate knowledge of adaptive technology devices for individuals with special needs o o o o
8.      Demonstrate skill in the use of technology for materials preparation, presentations, record keeping, computation, communication, information / data collection and management, and the effective use of the Internet o o o
9.      Demonstrate an understanding of legal issues, including copyright issues, related to educational technology o o
10.  Demonstrate an understanding of the importance of ethical practice in the use of technology o o
11.  Demonstrate knowledge and understanding of administrative policies and procedures that promote appropriate utilization of technology by school personnel o o o
12.  Demonstrate familiarity with appropriate professional standards related to educational leadership and technology o o o o
13.  Demonstrate an understanding of the digital age learning culture, digital citizenship in particular o o

 

# http://ed.mnsu.edu/edleadership/docs/license_competencies/K-12_Principal_Competencies_revised_8_22_08.pdf

National Educational Technology Standards for Administrators.

http://www.iste.org/standards/ISTE-standards/standards-for-administrators

Demonstrate familiarity with appropriate professional standards related to educational leadership and technology
http://www.ccsso.org/Documents/2015/ProfessionalStandardsforEducationalLeaders2015forNPBEAFINAL.pdf

Resources On Line

IMS Technology blog: https://blog.stcloudstate.edu/ims/

Twitter: #edtech ; #edtechchat ; #edtechUK; @Edtech_K12

Facebook: #edtech ;  #edleadership

Pinterest #edtech; #edleadership ; #edtechleadership

Agency for Instructional Technology             http://www.ait.net

Center for Technology and Teacher Education            http://www.teacherlink.org

Center for Children and Technology            http://www.edc.org/CCT/

T.H.E. Journal (Technology Horizons in Education Online Journal)            http://www.thejournal.com

Cybertimes Navigator (New York Times) http://www.nytimes.com/navigator

International Society for Technology in Education (ISTE)            http://cnets.iste.org/

Technology Standards for School Administrators (TSSA)   http://cnets.iste.org/tssa

ISTE curriculum and Content Area Standards   http://Cnets.iste.org/currstands/

Preparing Tomorrow’s Teachers to use Technology (PT3)              http://www.pt3.org

Assistive Technology information:  http://www.abilityhub.com  http://www.enablemart.com

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EDAD ??? Technology and Curriculum Design

1 credit, Summer 2016

Course Description

This course seeks hands-on experience in integration of educational technology into the classroom. Students will learn to select opportunities for application [or not] of technology in education. The course will provide a hands-on experience for educational leaders to understand the application of technology in the curriculum process. Topics of consideration include instructional design, media and formats, devices, telecommunications and social interactivity. The course will provide an opportunity to apply technology knowledge and experience in hands-on exercises for curriculum management as well as monitoring student achievement progress. Further discussions and practical approach will include modern, effective and efficient ways of communications among parents, students, faculty and administration. The course offered in synchronous online mode and F2F mode.

Objectives/Outcomes

Upon successful completion of this course the student will:

  1. Understand the impact of technology on the teaching and learning process.
  2. Understand the principles of the Universal Design for Learning (UDL) and National Educational Standards for Students (NETS*S) and their application in the curriculum process.
  3. Research and assess the opportunities for technology to be integrated in the classroom.

Universal Design for Learning (UDL)
http://www.udlcenter.org/aboutudl/whatisudl

The ISTE National Educational Technology Standards (NETS•T) and

Performance Indicators for Teachers

https://www.kent.edu/sites/default/files/file/ISTEstandards.pdf

 

EDAD ??? Technology as an Integral Part of Successful Educational Leadership

1 credit, Summer 2016

Course Description

Course Description

This class will support teacher leaders and school administrators in reviewing and systematizing the fast aspects of modern electronic technologies. Based on a foundational better understanding of how technologies work, future educational leaders will develop skills and practice the application of ideas, tactics and methods for better integration of technologies in the teaching and learning process as well as the creation of better policies and procedures.

The course is designed to bring research and analytical skills and build structure in the process of resolving technology issues, which educational leaders face in modern schools, including hardware and software problems, networks and computers, curriculum and teaching and learning methods.

The course will offer discussions as well as practical solutions such as social media (e.g. Twitter) for professional development, online tools for teacher evaluation, online tools for collaboration and creativity, immediate and future trends, which already impact education and educational leadership.
The course offered in synchronous online mode and F2F mode.

Objectives/Outcomes

  1. Students will be able to identify and update sources for information to keep current their technology knowledge
  2. Students will demonstrate knowledge and understanding of technology leadership standards.
  3. Student will demonstrate an understanding of how to create, promote, and sustain a dynamic, digital – age learning culture that provides a rigorous, relevant, and engaging education for all students.
  4. Students will demonstrate understanding of how to promote an environment of professional learning and innovation that empowers educators to enhance student learning through the infusion of contemporary technologies and digital resources.
  5. Students will demonstrate an understanding of how to provide digital – age leadership and management to continuously improve the organization through the effective use of information and technology resources.
  6. Students will understand and apply knowledge of how to model and facilitate understanding of social, ethical and legal issues and responsibilities related to an evolving digital culture.
  7. Students will demonstrate knowledge of technology as integral part of facilities and resource management
  8. Students will be able to describe and use budget planning and management procedures related to educational computing and technology.
  9. Students will be able to describe and maintain current information involving facilities planning issues related to computers and related technologies.
  10. Students will be able to design and develop policies and procedures concerning staffing, scheduling, and security for managing computers/technology in a variety of instructional and administrative school

bibliographical data analysis nVivo

Bibliographical data analysis with Zotero and nVivo

Bibliographic Analysis for Graduate Students, EDAD 518, Fri/Sat, May 15/16, 2020

This session will not be about qualitative research (QR) only, but rather about a modern 21st century approach toward the analysis of your literature review in Chapter 2.

However, the computational approach toward qualitative research is not much different than computational approach for your quantitative research; you need to be versed in each of them, thus familiarity with nVivo for qualitative research and with SPSS for quantitative research should be pursued by any doctoral student.

Qualitative Research

Here a short presentation on the basics:

https://blog.stcloudstate.edu/ims/2019/03/25/qualitative-analysis-basics/

Further, if you wish to expand your knowledge, on qualitative research (QR) in this IMS blog:

https://blog.stcloudstate.edu/ims?s=qualitative+research

Workshop on computational practices for QR:

https://blog.stcloudstate.edu/ims/2017/04/01/qualitative-method-research/

Here is a library instruction session for your course
https://blog.stcloudstate.edu/ims/2020/01/24/digital-literacy-edad-828/

Once you complete the overview of the resources above, please make sure you have Zotero working on your computer; we will be reviewing the Zotero features before we move to nVivo.

Here materials on Zotero collected in the IMS blog:
https://blog.stcloudstate.edu/ims?s=zotero

Of those materials, you might want to cover at least:

https://youtu.be/ktLPpGeP9ic

Familiarity with Zotero is a prerequisite for successful work with nVivo, so please if you are already working with Zotero, try to expand your knowledge using the materials above.

nVivo

https://blog.stcloudstate.edu/ims/2017/01/11/nvivo-shareware/

Please use this link to install nVivo on your computer. Even if we were not in a quarantine and you would have been able to use the licensed nVivo software on campus, for convenience (working on your dissertation from home), most probably, you would have used the shareware. Shareware is fully functional on your computer for 14 days, so calculate the time you will be using it and mind the date of installation and your consequent work.

For the purpose of this workshop, please install nVivo on your computer early morning on Saturday, May 16, so we can work together on nVivo during the day and you can continue using the software for the next two weeks.

Please familiarize yourself with the two articles assigned in the EDAD 815 D2L course content “Practice Research Articles“ :

Brosky, D. (2011). Micropolitics in the School: Teacher Leaders’ Use of Political Skill and Influence Tactics. International Journal of Educational Leadership Preparation, 6(1). https://eric.ed.gov/?id=EJ972880

Tooms, A. K., Kretovics, M. A., & Smialek, C. A. (2007). Principals’ perceptions of politics. International Journal of Leadership in Education, 10(1), 89–100. https://doi.org/10.1080/13603120600950901

It is very important to be familiar with the articles when we start working with nVivo.

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How to use Zotero

https://blog.stcloudstate.edu/ims/2020/01/27/zotero-workshop/

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How to use nVivo for bibliographic analysis

The following guideline is based on this document:

Bibliographical data analysis using Nvivo

whereas the snapshots are replaced with snapshots from nVivol, version 12, which we will be using in our course and for our dissertations.

Concept of bibliographic data

Bibliographic Data is an organized collection of references to publish in literature that includes journals, magazine articles, newspaper articles, conference proceedings, reports, government and legal publications. The bibliographical data is important for writing the literature review of a research. This data is usually saved and organized in databases like Mendeley or Endnote. Nvivo provides the option to import bibliographical data from these databases directly. One can import End Note library or Mendeley library into Nvivo. Similar to interview transcripts, one can represent and analyze bibliographical data using Nvivo. To start with bibliographical data representation, this article previews the processing of literature review in Nvivo.

Importing bibliographical data

Bibliographic Data is imported using Mendeley, Endnote and other such databases or applications that are supported with Nvivo.  Bibliographical data here refers to material in the form of articles, journals or conference proceedings. Common factors among all of these data are the author’s name and year of publication. Therefore, Nvivo helps  to import and arrange these data with their titles as author’s name and year of publication. The process of importing bibliographical data is presented in the figures below.

import Zotero data in nVivo

 

 

 

 

select the appropriate data from external folder

select the appropriate data from external folder

step 1 create record in nVIvo

 

step 2 create record in nVIvo

step 3 create record in nVIvo

 

Coding strategies for literature review

Coding is a process of identifying important parts or patterns in the sources and organizing them in theme node. Sources in case of literature review include material in the form of PDF. That means literature review in Nvivo requires grouping of information from PDF files in the forms of theme nodes. Nodes directly do not create content for literature review, they present ideas simply to help in framing a literature review. Nodes can be created on the basis of theme of the study, results of the study, major findings of the study or any other important information of the study. After creating nodes, code the information of each of the articles into its respective codes.

Nvivo allows coding the articles for preparing a literature review. Articles have tremendous amount of text and information in the forms of graphs, more importantly, articles are in the format of PDF. Since Nvivo does not allow editing PDF files, apply manual coding in case of literature review.  There are two strategies of coding articles in Nvivo.

  1. Code the text of PDF files into a new Node.
  2. Code the text of PDF file into an existing Node. The procedure of manual coding in literature review is similar to interview transcripts.

Add Node to Cases

 

 

 

 

 

The Case Nodes of articles are created as per the author name or year of the publication.

For example: Create a case node with the name of that author and attach all articles in case of multiple articles of same Author in a row with different information. For instance in figure below, five articles of same author’s name, i.e., Mr. Toppings have been selected together to group in a case Node. Prepare case nodes like this then effortlessly search information based on different author’s opinion for writing empirical review in the literature.

Nvivo questions for literature review

Apart from the coding on themes, evidences, authors or opinions in different articles, run different queries based on the aim of the study. Nvivo contains different types of search tools that helps to find information in and across different articles. With the purpose of literature review, this article presents a brief overview of word frequency search, text search, and coding query in Nvivo.

Word frequency

Word frequency in Nvivo allows searching for different words in the articles. In case of literature review, use word frequency to search for a word. This will help to find what different author has stated about the word in the article. Run word frequency  on all types of sources and limit the number of words which are not useful to write the literature.

For example, run the command of word frequency with the limit of 100 most frequent words . This will help in assessing if any of these words remotely provide any new information for the literature (figure below).

Query Text Frequency

andword frequency search

and

word frequency query saved

Text search

Text search is more elaborative tool then word frequency search in Nvivo. It allows Nvivo to search for a particular phrase or expression in the articles. Also, Nvivo gives the opportunity to make a node out of text search if a particular word, phrase or expression is found useful for literature.

For example: conduct a text search query to find a word “Scaffolding” in the articles. In this case Nvivo will provide all the words, phrases and expression slightly related to this word across all the articles (Figure 8 & 9). The difference between test search and word frequency lies in generating texts, sentences and phrases in the latter related to the queried word.

Query Text Search

Coding query

Apart from text search and word frequency search Nvivo also provides the option of coding query. Coding query helps in  literature review to know the intersection between two Nodes. As mentioned previously, nodes contains the information from the articles.  Furthermore it is also possible that two nodes contain similar set of information. Therefore, coding query helps to condense this information in the form of two way table which represents the intersection between selected nodes.

For example, in below figure, researcher have search the intersection between three nodes namely, academics, psychological and social on the basis of three attributes namely qantitative, qualitative and mixed research. This coding theory is performed to know which of the selected themes nodes have all types of attributes. Like, Coding Matrix in figure below shows that academic have all three types of attributes that is research (quantitative, qualitative and mixed). Where psychological has only two types of attributes research (quantitative and mixed).

In this way, Coding query helps researchers to generate intersection between two or more theme nodes. This also simplifies the pattern of qualitative data to write literature.

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Please do not hesitate to contact me with questions, suggestions before, during or after our workshop and about ANY questions and suggestions you may have about your Chapter 2 and, particularly about your literature review:

Plamen Miltenoff, Ph.D., MLIS

Professor | 320-308-3072 | pmiltenoff@stcloudstate.edu | http://web.stcloudstate.edu/pmiltenoff/faculty/ | schedule a meeting: https://doodle.com/digitalliteracy | Zoom, Google Hangouts, Skype, FaceTalk, Whatsapp, WeChat, Facebook Messenger are only some of the platforms I can desktopshare with you; if you have your preferable platform, I can meet you also at your preference.

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more on nVIvo in this IMS blog
https://blog.stcloudstate.edu/ims?s=nvivo

more on Zotero in this IMS blog
https://blog.stcloudstate.edu/ims?s=zotero

K12 IT leaders work with people

K-12 IT leaders need to work with people, not just tech

<https://www.educationdive.com/news/k-12-it-leaders-need-to-work-with-people-not-just-tech/555004/

My note: this is the first step toward the conclusion of my dissertation: the CIO in education must wear three hats: computer geek, educator and administrator.

District Administration reports.

Since edtech varies from district to district and state to state, it’s unlikely that an IT candidate will be up-to-speed on the current system in use. Alabama solves this problem by offering the Alabama Chief Technology Officer certification program.

It is critical for those in K-12 IT leadership to understand the unique customer service needs of the education industry. When technology doesn’t work, it throws a wrench into an entire day of learning. Educators need a fast fix and responsive service. Effective tech leaders will delegate by teaming up with tech-savvy teachers who can serve as school tech leaders. This strategy allows for an on-site tech expert to step in to put out fires before the tech expert arrives.

Former teachers can also make strong chief technology officers because they understand both tech and education. This allows them to build trust with the staff, which is a critical component to launching new technology initiatives.

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more on digital literacy for EDAD in this IMS blog
https://blog.stcloudstate.edu/ims?s=digital+literacy+edad

New Leaders program

Study: Schools with principals from New Leaders program show higher student learning gains

K-8 students with the same principal, who was trained by the nonprofit, for at least three years get higher math and English language arts scores than those with other leaders.

https://www.educationdive.com/news/study-schools-with-principals-from-new-leaders-program-show-higher-student/549011/

Principals trained and supported by New Leaders — a New York City-based nonprofit — are contributing to higher student achievement and staying in their jobs longer than those hired through other preparation programs, a new RAND Corp. study shows.

Students attending K-8 schools that have had a New Leaders principal for at least three years score at least 3% higher in math and roughly 2% higher in English language arts (ELA) than students with school leaders prepared in other ways.

The RAND researchers found that specific aspects of being a leader — specifically competencies related to instruction, and adult and team leadership — were more closely associated with increases in student achievement.

What New Leaders calls “cultural capital,” which includes skills related to “cultural leadership” and “operational leadership,” was more closely linked to retention.

2017 Stanford University study showed that academic growth among CPS students in grades 3-8 was increasing at a faster rate than in most districts in the nation.

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more of EDAD in this IMS blog
https://blog.stcloudstate.edu/ims?s=edad

academic administrator parle

Administration 101: 4 Phrases Academic Administrators Should Never Say

JANUARY 02, 2019
https://www.chronicle.com/article/Administration-101-4-Phrases/245364

why my previous column in the Admin 101 series, “5 Phrases Every Academic Leader Should Know,”

“I’m just so busy/I work so hard.”

“The previous leader did it wrong.”

“Back at my old school we did it differently/better.”

“#&^$*@!””

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more on ed leadership in this IMS blog
https://blog.stcloudstate.edu/ims?s=edad+leadership

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