Making the Right Decisions: Leadership in 1-to-1 Computing in Education

Autor/inn/en	Towndrow, Phillip A.; Vallance, Michael
Titel	Making the Right Decisions: Leadership in 1-to-1 Computing in Education
Quelle	In: International Journal of Educational Management, 27 (2013) 3, S.260-272 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0951-354X
DOI	10.1108/09513541311306477
Schlagwörter	Foreign Countries; Decision Making; Leadership; Computer Uses in Education; Technology Integration; Technological Literacy; Case Studies; High Schools; Universities; Japan; Singapore + Suchen Sie Ihr Suchwort? Ausland; Decision-making; Entscheidungsfindung; Führung; Führungsposition; Computernutzung; Technisches Wissen; Case study; Fallstudie; Case Study; High school; Oberschule; University; Universität; Singapur
Abstract	Purpose: The purpose of this paper is to detail the necessity for more informed decision making and leadership in the implementation of 1-to-1 computing in education. Design/methodology/approach: The contexts of high-tech countries of Singapore and Japan are used as case studies to contextualize and support four evidence-based recommendations for "true", "principled" and "right" leadership in technology integration in educational institutes. Findings: The cases of Singapore and Japan reveal different stages of technology implementation in education. Singapore has a broad, government-backed vision for technology integration and has invested heavily in infrastructure and human capital. However, the paper highlights how the benefits of 1-to-1 computing are not easily recognizable in practice and its implementation does not fit well into schools' strategic plans. Japanese education, on the other hand, has low technology utilization in its schools and subsequently produces graduates who lack basic digital and technological literacy skills. Practical implications: For success in 1-to-1 computing, education managers must provide sustained and informed leadership whilst facilitating an environment where all involved continually communicate and appraise their progress. Originality/value: The paper offers four evidence-based recommendations for education leaders. Making right decisions requires education leaders to acknowledge the shift of epistemic and technological expertise that exists in and beyond the classroom, actively encourage teachers to communicate their curriculum, assessment and pedagogical intentions with management and administrators, support the partnering of students with staff in task design, provide space and time for staff to openly discuss progress, and provide a range of potential pedagogical and technological benchmarks. (Contains 1 figure.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10