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dc.contributor.authorThomas, H.
dc.contributor.authorBaker, Karen
dc.contributor.authorParsons, David
dc.contributor.authorPham, Truman
dc.contributor.authorVo, Darcy
dc.contributor.editorPatston, L & Nash, S.
dc.date.accessioned2018-03-28T21:37:10Z
dc.date.available2018-03-28T21:37:10Z
dc.date.issued2017-12
dc.identifier.issn9781927214244
dc.identifier.urihttps://hdl.handle.net/10652/4178
dc.description.abstractThe literature on the professional development of primary and secondary teachers suggests that isolated initiatives are not effective in bringing about changes in teachers’ practices and beliefs. Research argues that changes in belief result from changes to practice that are perceived to improve student learning. This study examines the influence of an extended, work-integrated professional development initiative on primary and secondary teacher leadership practice. As an example, a leadership course, which is part of the Postgraduate Certificate in Applied Practice (Digital and Collaborative Learning) for primary and secondary in-service teachers, will be examined. The research question guiding the investigation is: How does successful completion of leadership-focused professional development influence teachers’ practices and beliefs in leading innovations in their work environments? As a framework for analysis, we (the authors) have adopted the seven-pillared definition of school-based digital leadership proposed by Sheninger (2014): communication, public relations, branding, student engagement and learning, professional growth and development, re-envisioning learning spaces and environments, and opportunity. We have adapted Sheninger’s concept into a set of themes, sub-themes and key questions for investigation. The methodology is based on a series of interviews conducted with randomly-selected primary and secondary teachers who have completed the leadership course during the preceding twelve months. The findings identify common changes in leadership practices and beliefs, and evaluate these against Sheninger’s seven pillars of digital leadership. This exploratory study informs a greater large-scale evaluation that may provide valuable insight into the design of teacher leadership courses.en_NZ
dc.language.isoenen_NZ
dc.publisherUnitec ePressen_NZ
dc.rightsSpaces and Pedagogies: New Zealand Tertiary Learning and Teaching Conference 2017 Proceedings is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.en_NZ
dc.subjectprimary teachersen_NZ
dc.subjectsecondary teachersen_NZ
dc.subjectprofessional developmenten_NZ
dc.subjectNew Zealanden_NZ
dc.subjectperceptionsen_NZ
dc.subjectPostgraduate Certificate in Applied Practice (Digital and Collaborative Learning)en_NZ
dc.subjectSheninger, Eric C.en_NZ
dc.subjectdigital leadershipen_NZ
dc.subjecteducational leadershipen_NZ
dc.titleLeading technology innovation : when seeing is believingen_NZ
dc.typeConference Contribution - Paper in Published Proceedingsen_NZ
dc.date.updated2017-12-22T13:30:20Z
dc.rights.holderAuthorsen_NZ
dc.subject.marsden130304 Educational Administration, Management and Leadershipen_NZ
dc.subject.marsden130105 Primary Education (excl. Māori)en_NZ
dc.subject.marsden130106 Secondary Educationen_NZ
dc.identifier.bibliographicCitationThomas, H., Baker, K., Parsons, D., Pham, T., & Vo, D. (2017, December). Leading Technology Innovation: when seeing is believing. In In S. Nash and L.L.M. Patston (Eds.), Spaces and Pedagogies: New Zealand Tertiary Learning and Teaching Conference 2017 Proceedings (pp. 103-120). Unitec ePress, Unitec Institute of Technology.en_NZ
unitec.publication.spage103en_NZ
unitec.publication.lpage120en_NZ
unitec.publication.titleSpaces and Pedagogies: New Zealand Tertiary Learning and Teaching Conference 2017 Proceedingsen_NZ
unitec.conference.titleSpaces and Pedagogies: New Zealand Tertiary Learning and Teaching Conference 2017en_NZ
unitec.conference.orgUnitec Institute of Technologyen_NZ
unitec.conference.locationAuckland, New Zealanden_NZ
unitec.conference.sdate2017-12-13
unitec.conference.edate2017-12-13
unitec.peerreviewedyesen_NZ
unitec.identifier.roms61041en_NZ
unitec.identifier.roms61042
unitec.identifier.roms61349
unitec.relation.epresshttp://www.unitec.ac.nz/epress/wp-content/uploads/2017/12/NTLT-Spaces-and-Pedagogies.pdfen_NZ
dc.identifier.orcid0000-0002-9815-036X
unitec.publication.placeAuckland, New Zealanden_NZ


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