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Understanding and practicing digital leadership: Early results from a qualitative study of rural school leaders
PROCEEDING

, =University of Maine at Farmington, United States

Society for Information Technology & Teacher Education International Conference, in Savannah, GA, United States ISBN 978-1-939797-13-1 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

Leaders can use technology to enhance teaching and learning; facilitate professional growth in staff; create more efficient systems; and communicate with a wide variety of stakeholders. This brief paper presentation will explore the current landscape of digital leadership from an in-progress qualitative study of rural school leaders. Participants in the study shared perceptions of the potentials and dangers of using technology in schools, and the researcher has found that these perceptions are mediated by the leader’s own digital identity. Current practices will not be transformed by theory alone, or through a checklist of linear practices. Rather the researcher will propose a reflective, dialogic, and transformational design process that may empower leaders to embrace an identity rooted in the concepts of digital leadership. Ultimately developing digital leaders will be a complex and reflective process.

Citation

Prince, J. (2016). Understanding and practicing digital leadership: Early results from a qualitative study of rural school leaders. In G. Chamblee & L. Langub (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 1240-1245). Savannah, GA, United States: Association for the Advancement of Computing in Education (AACE). Retrieved February 29, 2020 from .

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