Calling all bloggers! - Leadership Day
Scott McLeod, J.D., Ph.D., is an Associate Professor of Educational Leadership at the University of Kentucky. He also is the Founding Director of the UCEA Center for the Advanced Study of Technology Leadership in Education (CASTLE), the nation’s only academic center dedicated to the technology needs of school administrators, and was a co-creator of the wildly popular video series, Did You Know? (Shift Happens). He has received numerous national awards for his technology leadership work, including recognitions from the cable industry, Phi Delta Kappa, and the National School Boards Association. In Spring 2011 he was a Visiting Canterbury Fellow at the University of Canterbury in New Zealand. Dr. McLeod blogs regularly about technology leadership issues at Dangerously Irrelevant and Mind Dump, and occasionally at The Huffington Post. He can be reached at scottmcleod.net.
Many of our school leaders (principals, superintendents, central
office administrators) need help when it comes to digital
. A lot of help, to be honest. As I've noted again and
again on this blog, most school administrators don't know
- what it means to prepare students for the 21st century;
students and teachers;
infrastructure) look like or how to implement them;
and external stakeholders;
Administrators' lack of knowledge is not entirely their fault. Most of them
didn't grow up with these technologies. Many are not using digital tools on a
regular basis. Few have received training from their employers or their
university preparation programs on how to use, think about, or be a
leaderregarding digital technologies.
So... let's help them out. Wednesday, July 4, 2007 is American Independence Day
and is as good a day as any to celebrate independent (and hopefully innovative)
thinking and leadership. I hereby invite all edubloggers to blog
about effective school technology leadership next Wednesday.
Blog about whatever you like: successes, challenges, reflections, needs.
Write a letter to the administrators in your area. Post a top 10 list. Make a
podcast or a video. Highlight a local success or challenge. Recommend some
readings. Do an interview of a successful K-12 technology leader. Respond to
some of the questions below or make up your own. Whatever strikes you. Please
tag your post with this Technorati tag:
and/or link back to this post. If you don't have a blog, comment on someone
else's post or send your thoughts to me and I'll post 'em for you. I'll do a
summary afterward on what folks wrote and talked about.
Please join us for this important day, because I promise you: if
the leaders don't get it, it isn't going to happen.
Some prompts to spark your thinking
- What do effective K-12 technology leaders do? What actions and behaviors can
you point to that make them effective leaders in the area of technology?
effective technology leaders in their organizations?
administrators forward? Given the unrelenting pressures that they face and their
ever-increasing time demands, what are some things that administrators can do to
become more knowledgeable and skilled in the area of technology leadership?
starting point, what are the absolutely critical skills or abilities that
administrators need to be effective technology leaders?
administrator (i.e., one he / she probably isn't using now)?
The ability to speak clearly, succinctly, and powerfully is easier than you think
The ability to communicate effectively can make or break a person's assessment of your intelligence, competence, and authenticity.
Researchers discover a link between nonverbal synchronization and relationship success.
- Scientists say coordinating movements leads to increased intimacy and sexual desire in a couple.
- The improved rapport and empathy was also observed in people who didn't know each other.
- Non-verbal clues are very important in the development stages of a relationship.
What defines a dark horse? The all-important decision to pursue fulfillment and excellence.
When we first set the Dark Horse Project in motion, fulfillment was the last thing on our minds. We were hoping to uncover specific and possibly idiosyncratic study methods, learning techniques, and rehearsal regimes that dark horses used to attain excellence. Our training made us resistant to ambiguous variables that were difficult to quantify, and personal fulfillment seemed downright foggy. But our training also taught us never to ignore the evidence, no matter how much it violated our expectations.
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