Problems and needed directions in the profession of educational technology

Conclusion Finn’s 1953 assessment added up, in his opinion, “to the simply stated fact that the audiovisual field is not yet a profession” (p. 16). The current assessment can be concluded differently. In the past 25 years, educational technology has grown into a profession, but it is not a fully grown and developed profession. Educational technology has accomplished a great deal in relation to each of the criteria for a profession; this accomplishment is spelled out in AECT’sEducational Technology: Definition and Glossary of Terms. In addition, it has written about its ideals related to each of the criteria, but has not yet reached those goals. Finally, educational technology is a profession with problems related to each of the criteria—problems discussed in this paper. I have suggested directions educational technology needs to take to overcome its problems. Others will certainly think of alternative directions. If it makes no effort to overcome its problems, the profession will remain only partially developed or, perhaps, regress to a less fully developed stage. But if its leaders, its professional association, and all its members work to overcome those problems, the profession of educational technology can fulfill Finn’s (1964) prophecy that “the educational future will belong to those who can grasp the significance of [educational and] instructional technology” (p. 26).     

IP协议的新发展:IPV6

网络技术的发展突飞猛进,对网络技术的讨论、探索层出不穷。对IPV4、IPV6技术进行讨论,阐述了其特点、特征、存在的问题及发展状况。     

ISLLC Standards and Assessment in the Context of School Leadership Reform

The Interstate School Leaders Licensure Consortium (ISLLC) has accomplished much to elevate the status of school leadership, particularly the principalship. Standards have been developed for school leaders that have broadly impacted the performance expectations most states are setting for the licensure of their beginning principals. The School Leaders Licensure Assessment has been developed to screen candidates with respect to the ISLLC standards. My intent in this piece is to extend our discussion of the work of ISLLC by focusing on four issues. The most important of these is, What do we need to do to advance the reform of school leadership with respect to the ISLLC Standards? I contend that, unless a concerted effort is made to change the public's image of the principal, it will be difficult to obtain the resources necessary for the meaningful reform of school leadership.     

论改革开放与发展中国特色社会主义—纪念改革开放三十周年

改革开放是在党的第一代中央领导集体建立新中国、进行社会主义革命和建设基础上进行的,是党的第二代中央领导集体开创的,是党的第三代中央领导集体成功推向21世纪的,以胡锦涛同志为总书记的党中央坚定不移地把改革开放伟大事业继续推向前进。     

Bottling fog? The quest for instructional management

Elsewhere, the authors have unpacked instructional leadership and have documented that such leadership is associated with more effective schools. Indeed, there has been for a considerable time nearly universal acceptance that learning-centered leadership should provide the central platform on which leadership is enacted. In this paper, a less sanguine narrative is provided on instructional management. Specifically, it documents that for all the evidence and recognition of importance, learning-focused leadership remains a small domain of action for leaders at the school and district levels. It then focuses on both the culture of the profession of school administration and the nature of schooling to explain why in the face of considerable energy and effort only marginal improvements have been realized in deepening instructional leadership. It closes with an analysis of possible paths going forward.     

Leadership and the Profession of Counseling: Beliefs and Practices

Thirty‐one individuals who have provided leadership to the counseling profession completed 3 Q‐sorts. These individuals sorted 39 statements about leadership according to 3 phases: when a leadership effort is getting started, when work is progressing, and when a leadership effort is coming to a close. The authors present perspectives on leadership that emerged from the study, during each of the 3 phases, and attempt to present their findings in a way that honors multiple voices about leadership.     

Technology policy and employment

Current social and economic problems as experienced in the UK are placed in the context of long-term trends in labour economics and the impact of new technology. The reasons why technological unemployment has not hitherto been a growing problem are stated and the relationship between technical change and economic recovery is analysed. Policy implications are suggested and the part which universities can play in recovery is discussed.     

论提高党的领导的科学化水平

提高党的领导的科学化水平,必须全面总结党的领导科学化的基本经验,深入分析影响党的领导科学化的主要问题。更重要的是要完善党内民主决策机制,改进党的领导方式和执政方式,合理界定党政职能范围,努力增强制度建设的科学性,不断提高党的领导水平和执政水平。     

试论中共三代领导核心的科技思想

党的三代领导核心毛泽东、邓小平、江泽民都非常重视科技发展对社会主义建设的作用,他们在不同的时期结合历史的特点形成了他们各自的科技思想.在社会主义革命和建设过程中,毛泽东逐步形成了以"科技革命"为核心内容的科技思想.邓小平提出"科学技术是第一生产力"的论断,要求尊重知识、尊重人才等思想.江泽民则明确提出科教兴国的战略,倡导科技创新.     

缩小数字鸿沟 促进城乡义务教育信息化均衡发展

近几年来,各级政府在促进城乡义务教育信息化均衡发展方面做出了诸多努力,取得了巨大的成绩,但我国城乡义务教育仍然存在较大的数字鸿沟。我们要通过提高认识、强化农村义务教育学校校长的信息化领导力,加大投入,促使城乡义务教育信息化条件均衡化;加强培训,促进城乡义务教育信息化应用均衡化;开发资源,推进城乡义务教育信息资源服务一体化等策略促进城乡义务教育信息化均衡发展。     

Using Multimedia Cases to Invigorate School Leaders’ Organizational Learning

Creating meaningful learning opportunities for school leaders (principals, teachers, peer professionals, and community members) is a central goal of educational staff developers. Involving principals and school community leaders in the systematic study of their own context‐specific leadership challenges using digital multimedia and a perspectivist learning approach may offer potential as one technology‐integrated means for facilitating positive school community vision building and decision making. This article describes results of one prototype collaborative effort to design and use multimedia cases to invigorate school leaders’ organizational thinking and learning     

JEWISH EDUCATION IN MOROCCO AND THE FORMER SOVIET UNION: COMPARATIVE NOTES FROM THE FIELD ABOUT SEPHARDIC AND ASHKENAZIC SCHOOLING

Over the Past several years, a new and unprecedented challenge has been thrust upon professionals in the field of Jewish communal service—the development of effective instrumentalities to absorb into the American Jewish community masses of Soviet Jews. Jewish educators have grappled with the difficulties and frustrations of this task along with their colleagues in the other disciplines of Jewish service. Yet if the influx of these new Russian settlers presents the organized Jewish community with unique and seemingly intractable problems, it also offers Jewish educational agencies—and more particularly central Bureaus and Boards of Jewish education—with an unparalleled opportunity to play a leadership role in this orchestrated communal effort. This essay purports to analyze this potential and to describe how one central agency, the Atlanta Bureau of Jewish Education, has endeavored to exploit it.     

Instructional Leadership in Practice: What Does It Look Like,and What Influence Does It Have?

Literature on school reform has emphasized the need for principals to expand beyond their traditionally administrative role and become instructional leaders. This article examines the relationship between the practice of site-based instructional leadership and the professional development that teachers received in the context of a district-wide reform effort in San Diego City Schools. Using data from teacher surveys and school-based interviews, we find a connection between aspects of principal instructional leadership (coherent school-wide vision and leaders' engagement in instructional improvement) and selected research-based characteristics of effective teacher professional development (coherence and focus on content and curriculum). We conclude by addressing some of the tensions and limitations associated with a particular vision for site-based instructional leadership.     

我国的课程领导研究及其走向

我国的课程领导研究是在课程管理体制改革深入过程中受西方课程领导研究影响而兴起的。近年来我们的研究集中在介绍国外课程领导研究成果、探讨课程领导的内涵、研究校长课程领导问题、检讨课程领导的主要问题、寻求改善课程领导途径和措施等方面。今后，我国课程领导研究将致力于课程领导与课程管理体制改革、课程领导的理论基础、课程领导的实践模式以及校长的课程领导等问题。     

Multicultural leadership, sustainable total school environment

Banks (2002) stated that to implement multicultural education successfully, we must think of the school as a social system. Therefore, if educational equity and excellence are to be provided to all students, a systemic Total School Environment [Banks (2001) Cultural diversity and education: Foundations curriculum and teaching, 4th ed. Allyn and Boston p.51] has to be structured and permeate every aspect of the schooling enterprise, i.e. (1) content integration, (2) the knowledge construction process, (3) prejudice reduction, (4) equity pedagogy, and (5) an empowering school culture and social structure. The Total School Environment is consistent with the educational change literatures discussed by Senge [(1990) The fifth discipline. Currency doubleday, NY]. This article is framed conceptually on a review of literature and the discussion is drawn from the case studies of innovative pedagogical practices using technology collected in the two research projects of the Center for Information Technology in Education (CITE), The University of Hong Kong during 2004–2006. With referencing to multiple school leadership literature and practices, the readers have an opportunity to explore the possible formation of the “total school environment” from one of the cases, but why not in another school? At the end of this article, it is concluded that school innovation requires a moral, systemic, integrative and emergent distributed leadership to build a scalable, sustainable learning community in a multicultural school environment.     

非洲东部及南部雨水管网中的雨水回用实践(英文)

介绍了非洲东部和南部雨水管网系统中雨水回用的实践与经验,并介绍了在Sub-Saharan Africa开展的雨水回用工程实践情况,包括国家政策的调研、回用理念的构建、雨水系统的建设和回用技术的评估.雨水回用技术在非洲东南部地区被大力推广,并被普遍接受,应用于生活用水及农业用水的补充以及环境可持续发展建设的各个方面.截止目前,已有12个国家级的雨水回用机构建成,他们为雨水回用系统的建设提供整体规划和技术指导.政府和投资商也逐渐转变态度,为推进雨水回用技术在经济、制度和技术上提供了优惠政策.合理的土地与水体管理是雨水资源利用最大化的关键.除了政策和制度的协调外,还需要充足的预算支持来推动技术的广泛应用.     

School-community partnership models: implications for leadership

School–community partnerships have shown promise as an educational reform effort. In these partnerships, schools expand their traditional educational mission to include health and social services for children and families and to involve the broader community. Such partnerships have been found to enhance student learning, strengthen schools and support struggling neighbourhoods. Little is known, however, about the implications for school and community leadership in different types of partnerships. A previous review of the literature indicated four basic types of partnership, each with a different scope and purpose and different implications for leadership. Informed by interagency, leadership and social capital theories, this article describes the leadership practices that support each model and the dilemmas these partnership leaders face. The overall goal of the article is to deepen understanding of leadership in these models in order to strengthen the conditions for school–community partnership success.     

Save the Eco System: Support Creative Expression

I would submit that while society is changing drastically, leadership needs are not changing that much. They are simply becoming more desperate. It seems to have been necessary for society to change to a point at which its problems have become critical, in order for us to finally accord earnest attention to leadership needs that should have been recognized and addressed long ago. (Farquahar 1975, p. 232)     

Novice principals setting goals for school improvement in New Zealand

While principal goal-setting has been shown to be an important leadership practice, there is little research examining principals’ goal-setting and goal-achievement. This research examined novice principals’ school improvement goals and factors affecting their achievement. Goals from 460 principals enrolled in a national induction programme were categorised revealing a strong emphasis on instructional and student-centred leadership. After 18 months, 258 of those principals, and their mentors, rated their achievement. Principals also rated five potential achievement predictors. Goal achievement tended to be high, with commitment, effort, learning and support serving as positive predictors of success. In contrast to what goal-setting theory suggests, goal challenge was a negative predictor of achievement. The analysis of two contrasting cases revealed possible explanations for this negative relationship. These included novice principals’ ability, self-efficacy and attributional processes. This study highlights the role of self-efficacy in the process of goal-setting and pursuit. It emphasises that consideration needs to be given to how novice principals’ self-efficacy can be developed and sustained. Implications for practice in the area of educational leadership and leadership development are discussed.