Article Notice – Online but Not Alone: Teachers’ Perceptions of Effective Online School Leadership (OSL)

This article was brought to my attention in the past few days.

Vol. 37 No. 1 (2022)

RESEARCH ARTICLES

Online but Not Alone: Teachers’ Perceptions of Effective Online School Leadership (OSL)

• Awneet Sivia,
• Dr. Joanne Robertson

Abstract

Online school leadership (OSL) is of particular interest given the growing number of online education opportunities. As school districts develop more online and blended learning programs, particularly for secondary grade students, the need to examine leadership in these programs is paramount. The literature suggests that most studies focus on effective leadership in bricks and mortar schools, while limited research focuses on leadership in online programs. In this study, we aimed to explore teachers’ perceptions of leadership in online secondary schools in two districts. Our questions focused on secondary teachers’ experiences with leaders in their online schools and how these experiences contribute to perceptions of what makes for effective leadership practices. Using phenomenology, we interviewed six teachers, analyzed for themes and categorized these into a sense of community, organizational learning and empowerment to represent teachers’ perceptions of OSL. Based on these results, we suggest that OSL consists of both foundational and contextualized practices, and that both are necessary for effective OSL. This research has implications for educational leadership broadly, but specifically for leadership in online education.

TechTrends – ToC Alert

A couple of relevant items in this issue, in particular “Fostering School-Home Partnerships: Transforming Learning as a Result of the COVID-19 Pandemic” and “The Impact of COVID-19 on Education: A Meta-Narrative Review.”

If this email is not displayed correctly, please click here to read this table of contents online. New Issue Alert 14 September 2022 Dear Reader, We are pleased to deliver your requested table of contents alert for TechTrends. Volume 66, Issue 5 is now available online. In this issue Column: Editor’s Notes Introduction to the September 2022 Issue Charles B. Hodges » Abstract    » Full text HTML    » Full text PDF Column: AECT President’s Message A Year of Change Alison A. Carr-Chellman » Abstract    » Full text HTML    » Full text PDF Column: Conference Planning Las Vegas 2022: Special Thanks and What to Look for this Year John H. Curry, David Wiley » Abstract    » Full text HTML    » Full text PDF Column: Graduate Member Musings Introducing the Metaverse, Again! Kae Novak » Abstract    » Full text HTML    » Full text PDF Column: Rethinking Creativity and Technology in Education Creativity, Mindfulness and High-Quality States of Attention at Work with Dr. Erik Dane Natalie Gruber, Danah Henriksen, Punya Mishra » Abstract    » Full text HTML    » Full text PDF Column: History Corner Computational Thinking in Education: Past and Present Linda Payne, Andrew Tawfik, Andrew M. Olney » Abstract    » Full text HTML    » Full text PDF Original Paper Design Principles for an Educational Intervention Into Online Vaccine Misinformation George Veletsianos, Shandell Houlden, Darren Reid, Jaigris Hodson, Christiani P. Thompson » Abstract    » Full text HTML    » Full text PDF Original Paper Makers-in-Residence: an Apprenticeship Model for Supporting Pre-Service Elementary Teachers to Adopt Making Tools and Technologies Sara C. Heredia, Matthew Fisher » Abstract    » Full text HTML    » Full text PDF Original Paper Evaluating the Impact of the Curriculum Structure on Group Metacognition During Collaborative Problem-solving Using Educational Robotics Chrysanthos Socratous, Andri Ioannou » Abstract    » Full text HTML    » Full text PDF Original Paper The Importance of Boundary Objects in Industry-Academia Collaborations to Support Evidencing the Efficacy of Educational Technology Kristen Weatherby, Alison Clark-Wilson, Mutlu Cukurova, Rose Luckin » Abstract    » Full text HTML    » Full text PDF Original Paper The effects of AR-enhanced English Language Learning Experience on Students’ Attitudes, Self-Efficacy and Motivation Ahmet Berk Ustun, Erdi Simsek, Fatma Gizem Karaoglan-Yilmaz, Ramazan Yilmaz » Abstract    » Full text HTML    » Full text PDF Original Paper A Systematic Review of Research on High-Immersion Virtual Reality for Language Learning Tetyana Kucher Dhimolea, Regina Kaplan-Rakowski, Lin Lin » Abstract    » Full text HTML    » Full text PDF Original Paper Exploring the Impact of Extended Reality (XR) on Spatial Reasoning of Elementary Students Emily Baumgartner, Richard E. Ferdig, Enrico Gandolfi » Abstract    » Full text HTML    » Full text PDF Original Paper Instagramming for Justice: The Potentials and Pitfalls of Culturally Relevant Professional Learning on Instagram Catharyn C. Shelton, Rachelle Curcio, Jeffrey P. Carpenter, Stephanie E. Schroeder » Abstract    » Full text HTML    » Full text PDF Original Paper An Overview of the Common Elements of Learning Management System Policies in Higher Education Institutions Darren Turnbull, Ritesh Chugh, Jo Luck » Abstract    » Full text HTML    » Full text PDF Original Paper Fostering School-Home Partnerships: Transforming Learning as a Result of the COVID-19 Pandemic Jennifer Hill, Tracy Reimer » Abstract    » Full text HTML    » Full text PDF Original Paper Online Learning Satisfaction and Internet Addiction During Covid-19 Pandemic: A Two-Wave Longitudinal Study Metin Besalti, Seydi Ahmet Satici » Abstract    » Full text HTML    » Full text PDF Original Paper The Impact of COVID-19 on Education: A Meta-Narrative Review Aras Bozkurt, Kadir Karakaya, Murat Turk, Özlem Karakaya, Daniela Castellanos-Reyes » Abstract    » Full text HTML    » Full text PDF Publisher Correction Publisher Correction: Using Computer Game Software in a First-Year Seminar and its Effects on Students’ Creative Self-Efficacy, Creative Personal Identity, and Insight Problem Solving Abilities Adam Case » Abstract    » Full text HTML    » Full text PDF Do you want to publish your article in this journal? Please visit the homepage of TechTrends for full details on: aims and scope editorial policy article submission journal metrics Sign up for SpringerAlerts! Register for Springer’s email services providing you with info on the latest books in your field. » Click here

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Article Notice – Didaktik for Distance Education in Secondary and Adult Education

The second of three articles that came across my electronic desk, this one from one of my open scholarship networks.

Didaktik for Distance Education in Secondary and Adult Education

• September 2022

• Charlotta Hilli
• Anna Åkerfeldt

Abstract – This article presents secondary and adult education teachers’ perceptions of their distance teaching practice in Sweden. The teachers participated in a professional development program from 2019-2022. A Didaktik theory was used to analyse factors for distance education on structural (e.g., content, intentions, methods, media, students, sociocultural contexts) and faculty (e.g., organisational, curriculum) levels. The primary empirical material is group interviews with distance teachers and coordinators during a Design-Based research process. The analysis suggests that the teacher groups developed professionally as distance teachers by reflecting on and testing different ways to communicate (synchronously, asynchronously) and teach online. The article suggests Didaktik principles to improve distance education at structural and faculty levels.

Article Notice – An Examination About The Didactic Transposition In The Post-Remote Teaching Scenario: Obstacles And Possibilities

The second of three articles that came across my electronic desk because I was alerted to the latest issue of European Journal of Education Studies.

An Examination About The Didactic Transposition In The Post-Remote Teaching Scenario: Obstacles And Possibilities

Renata Teófilo de Sousa, Francisco Régis Vieira Alves, Maria José Araújo Souza

Abstract

The aim of this work is to present the vision of the mathematics teacher about Didactic Transposition in the discipline of mathematics, pointing out their perceptions and various ways of working in two moments, one in the remote modality and another in the return to classroom teaching. To this end, we used a qualitative-qualitative methodology, in which fifteen mathematics teachers from the city of Sobral, Ceará, Brazil participated in the research, sharing their experiences through two virtual forms, answering some questions in two different periods – August/2021 and July/2022. The data provided us with information to reflect on the subject, verifying the main obstacles faced during and after the period of social isolation, as well as the good practices experienced and prospects for a post-pandemic scenario. Based on the answers and experiences shared by the research subjects, we understand that there were advantages in carrying out the Didactic Transposition of contents in the remote scenario, such as the possibility of using more than one technological resource during a teaching session, the dynamism that the use of different games and applications can provide, among other possibilities. However, negative aspects were also pointed out, such as difficulties in obtaining positive feedback, student participation and motivation, difficulties in handling technology in some cases or even reconciling work routine and activities in the home environment, negatively impacting teaching work. In addition, there is a perspective that face-to-face feedback brings the imperative of change, both in the format of classes and teaching methodologies, and in the professional attitude of the mathematics teacher.

Keywords

mathematics teaching; didactics of mathematics; emergency remote teaching; post-pandemic

Article Notice – Digital Teacher Competence Dimensions: Experiences Of Norwegian Preservice Teachers

The first of three articles that came across my electronic desk because I was alerted to the latest issue of European Journal of Education Studies.

Digital Teacher Competence Dimensions: Experiences Of Norwegian Preservice Teachers

Adne Meling

Abstract

Most Norwegian preservice teachers are required to perform assignments relating to digital competence during their education. In this article, one such mandatory student assignment is used to explore students’ interpretations of digital teacher competence. In a study programme for future primary and lower secondary school teachers, second-year social studies students were required to develop digital teaching arrangements, apply these arrangements during their teaching practice, and finally share their experiences with their peers in online presentations. In the present study, these student presentations are used to examine how future teachers understand digital teacher competence, and a model consisting of five digital teacher dimensions is suggested. This way, the article aims to provide students and teacher educators with a conceptualisation of digital teacher competence.

Keywords

teacher education, student practice, digital teacher competence, social studies