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Professional learning and school leadership in a digital age

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posted on 29.03.2022, 00:18 authored by Michael Stevenson
In the digital age, technology is playing an important role in changing how, when, where and why educators learn professionally. Newer forms of professional learning stand in contrast to more traditional forms of professional development. This shifting paradigm has implications for educators in all contexts. While there are now many technology tools that promote learning beyond school and system contexts, many argue that the professional learning that takes place within these contexts remains largely imposed, defined by the twentieth century paradigms of print media and information scarcity, and rarely sensitive to the needs of the individual teacher. In the context of these realities, for school leaders seeking to leverage the affordances of technology there remains a challenge. This study explores the changing nature of professional learning in a digital age. With recourse to models such as the Personal Learning Network (PLN), Participatory Cultures and the Technological, Pedagogical and Content Knowledge (TPaCK), the study employs a mixed research design that examines the dimensions of contemporary technology-enabled teacher professional learning and investigates its impact on the school community. Findings are drawn from three distinct samples of educators that include preservice teachers, classroom teachers, technology mentors and principals. These findings challenge educational leaders to build future capacity for professional learning that is autonomous, learner-centred and authentic.

History

Table of Contents

Contents -- List if figures -- Abstract -- Statement of originality -- Acknowledgements -- Chapter 1. Introduction -- Chapter 2. Literature reviews -- Chapter 3. Methodology -- Chapter 4. Professional learning and school leadership in context -- Chapter 5. Professional learning among contexts -- Chapter 6. Discussion -- Chapter 7. Conclusion -- References -- Appendix 1. Teacher professional learning questionnaire (TPLQ) -- Appendix 2. Expanded results -- Appendix 3. Ethics approval

Notes

Theoretical thesis. Bibliography: pages 274-287

Awarding Institution

Macquarie University

Degree Type

Thesis PhD

Degree

PhD, Macquarie University, Faculty of Human Sciences, Department of Educational Studies

Department, Centre or School

Department of Educational Studies

Year of Award

2015

Principal Supervisor

John Hedberg

Additional Supervisor 1

Kerry-Ann O'Sullivan

Rights

Copyright Michael Stevenson 2015 Copyright disclaimer: http://mq.edu.au/library/copyright

Language

English

Extent

1 online resource (363 pages) ilustrations

Former Identifiers

mq:70518 http://hdl.handle.net/1959.14/1265061