'Steering at a Distance', Australian School Principals' Understandings of Digital Technologies Policies during the Digital Education Revolution

Autor/in	Brown, Bernard
Titel	'Steering at a Distance', Australian School Principals' Understandings of Digital Technologies Policies during the Digital Education Revolution
Quelle	In: Journal of Educational Administration and History, 53 (2021) 1, S.50-66 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Brown, Bernard)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0620
DOI	10.1080/00220620.2020.1856796
Schlagwörter	Principals; Administrator Attitudes; Educational Policy; Accountability; Foreign Countries; Assistant Principals; Instructional Leadership; Technology Uses in Education; Administrative Organization; Governance; Policy Analysis; Administrator Role; Language Usage; Secondary Schools; Compliance (Psychology); Information Technology; Professional Autonomy; Australia + Suchen Sie Ihr Suchwort? Principal; Schulleiter; Politics of education; Bildungspolitik; Verantwortung; Ausland; Principals; Stellvertretende Schulleitung; Instruction; Leadership; Bildung; Erziehung; Führung; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Education; Educational policy; Financing; Steuerung; Finanzierung; Politikfeldanalyse; Sprachgebrauch; Sekundarschule; Informationstechnologie; Berufsfreiheit; Australien
Abstract	This paper presents findings from qualitative research which examines school principals' understandings of digital technologies policies for Australian schools during the period of the Digital Education Revolution (2008-2013). The concepts of 'steering at a distance' and policy enactment are used as a conceptual lens from which to position and analyse the principals' interpretations of digital technologies policies designed for schools. The research involved semi-structured interviews with school principals, and an assistant principal, which revealed a range of themes including compliance and latitude in policy responses, policy accountability, policy language, accountability and symbolism, and the purpose of 'acceptable use' policies. This paper contributes to a theoretical and historical understanding of school principals' agency as policy actors which can inform an analysis of the contemporary federalist school policy trajectories and how principals are positioned in relation to them. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01