Transformational Leadership and Professional Development for Digitally Rich Learning Environments: A Case Study of the Galileo Educational Network
Sharon Friesen, Galileo Educational Network, Canada ; Michele Jacobsen, University of Calgary, Canada ; Pat Clifford, Galileo Educational Network, Canada
EdMedia + Innovate Learning, in Denver, Colorado, USA ISBN 978-1-880094-45-7 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC
The Galileo Educational Network is an innovative educational reform initiative that brings learning to learners. Expert teachers work alongside teachers and students in schools to create new images of engaged learning, technology integration and professional development. This case study is based on the nine schools involved with Galileo in 2000/2001. Field visits and interviews (n=113) with Galileo staff, school administrators, teachers and students yielded rich information about the initiative. Indicators of success include: 1) demand for Galileo Network's services, 2) corporate investment in Intelligence Online (IO), 3) satisfaction among stakeholders at each level of the initiative, 4) evidence of engaged student learning, and 5) evidence of transformed teaching practice. Essential conditions for the sustainability and growth of the Galileo Network initiative are described. Factors that both contributed to and hindered the success of the initiative are discussed.
Friesen, S., Jacobsen, M. & Clifford, P. (2002). Transformational Leadership and Professional Development for Digitally Rich Learning Environments: A Case Study of the Galileo Educational Network. In P. Barker & S. Rebelsky (Eds.), Proceedings of ED-MEDIA 2002--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 851-856). Denver, Colorado, USA: Association for the Advancement of Computing in Education (AACE).
© 2002 Association for the Advancement of Computing in Education (AACE)
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Tony Lawson & Chris Comber, University of Leicester, United Kingdom
Society for Information Technology & Teacher Education International Conference 2003 (2003) pp. 1274–1281
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