Building Collective Leadership Capacity Using Collaborative Twenty-First Century Digital Tools

Autor/inn/en	James, Freddy; Figaro-Henry, Sandra
Titel	Building Collective Leadership Capacity Using Collaborative Twenty-First Century Digital Tools
Quelle	In: School Leadership & Management, 37 (2017) 5, S.520-536 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1363-2434
DOI	10.1080/13632434.2017.1367277
Schlagwörter	Capacity Building; Instructional Leadership; Qualitative Research; Case Studies; Educational Improvement; Foreign Countries; Online Surveys; Observation; Video Technology; Critical Thinking; Thinking Skills; Problem Solving; Technology Uses in Education; Teaching Methods; Masters Programs; Graduate Students; Cooperation; Trinidad and Tobago + Suchen Sie Ihr Suchwort? Instruction; Leadership; Bildung; Erziehung; Führung; Qualitative Forschung; Case study; Fallstudie; Case Study; Teaching improvement; Unterrichtsentwicklung; Ausland; Beobachtung; Kritisches Denken; Denkfähigkeit; Problemlösen; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Teaching method; Lehrmethode; Unterrichtsmethode; Magister course; Magisterstudiengang; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Co-operation; Kooperation; Trinidad und Tobago
Abstract	The current research explores how using collaborative twenty-first century digital tools developed the collective leadership capacity among participants in an educational leadership course. A qualitative interpretive approach was used. The data show how learning within the digital collaborative spaces was multidirectional and enhanced the possibilities of each student's learning and practice. Communicating, curating and sharing knowledge, led to the development of new insights and support of mutual practice. The authors argue that the group's collaborative endeavours produced substantive collective knowledge that elevated practice, and in so doing created collective leadership capacity within educational institutions and organisations in Trinidad and Tobago. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01