Do It Yourself in Education: Leadership for Learning across Physical and Virtual Borders

Autor/inn/en	Domingo-Coscollola, María; Arrazola-Carballo, Judith; Sancho-Gil, Juana María
Titel	Do It Yourself in Education: Leadership for Learning across Physical and Virtual Borders
Quelle	In: International Journal of Educational Leadership and Management, 4 (2016) 1, S.5-29 (26 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2014-9018
Schlagwörter	Foreign Countries; Influence of Technology; Technology Uses in Education; Social Networks; Media Literacy; Action Research; Focus Groups; Best Practices; Lesson Plans; Curriculum Evaluation; Faculty Development; Program Development; Program Implementation; Active Learning; Leadership; Leadership Styles; Elementary Secondary Education; Czech Republic; Finland; Spain + Suchen Sie Ihr Suchwort? Ausland; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Social network; Soziales Netzwerk; Media skills; Medie competence; Medienkompetenz; Projektforschung; Lesson planning; Unterrichtsplanung; Curriculum; Evaluation; Curriculumevaluation; Lehrplan; Rahmenplan; Evaluierung; Programmplanung; Aktives Lernen; Führung; Führungsposition; Führungsstil; Tschechische Republik; Finnland; Spanien
Abstract	Today more than ever, educational institutions need educational leaders who are able to promote profound, substantive and sustainable change. This paper is based on the efforts and results of the first stage of a European project implemented in universities and primary and secondary schools in Spain, Finland and the Czech Republic. The project seeks to explore the changes (and its educational effects) that have occurred in the last decade regarding digital competencies, especially in relation to the emergence of a culture of collaboration that connects youth learning, technology and a Do-it-Yourself (DIY) ethos. To achieve the project's objective, we followed a methodology based on the principles of collaborative action research (CAR). We have analysed the curricula and study plans of the participating institutions in order to explore how and where the project could be applied. We conducted a series of focus groups with teachers, students and parents to discuss notions of DIY learning among the educational communities. Based on these discussions, we began to analyse how each context envisions DIY learning and how it relates to the notion of virtual space. We finished the first stage with the professional development of the teachers, which was aimed at shaping the DIYLabs implementation plan. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01