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Leading Academic Change – through Connective Leadership and Learning
PROCEEDINGS

, Knox Grammar School, Australia

Society for Information Technology & Teacher Education International Conference, in Norfolk, VA ISBN 978-1-880094-41-9 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

Leading academic change in our educational organisations requires a paradigm shift at two levels - both in learning as well as educational leadership. One of the central premises behind these much-needed paradigm shifts is my inherent belief that a major aim of education should be to prepare our students to participate in and contribute to contemporary society. To do so, the learning paradigm needs to shift from teacher-centred, “broadcast” instruction to interactive, connective learning in educational organisations. It is an environment that focuses on learner-centred education; embedding technology into the curriculum; and the educational institution becoming a learning organisation where teachers share learning with students. To reach that colourful, compelling dream of learner-centred education, we need visionary, connective leadership in educational institutions - a leadership that connects by two-way arrows, with a paradigm shift from independence to interdependence, from control to connection, from competition to collaboration, and from individual to group.

Citation

Chandra-Handa, M. (2001). Leading Academic Change – through Connective Leadership and Learning. In J. Price, D. Willis, N. Davis & J. Willis (Eds.), Proceedings of SITE 2001--Society for Information Technology & Teacher Education International Conference (pp. 488-493). Norfolk, VA: Association for the Advancement of Computing in Education (AACE). Retrieved December 17, 2018 from .

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