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Thursday, November 17 • 3:00pm - 4:10pm
Leveraging Technology for Leadership Development and Enactment

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Participants:

A Conceptual Framework of Leadership in Technology for Social Justice: A Metanarrative Review Kenneth E. Graves, Alex J. Bowers (Teachers College, Columbia University)

The purpose of this study is to conduct a systematic review of literature on leadership and technology for social justice in order to summarize and to synthesize the ndings into a new integrated leadership framework for school technology leadership for social justice. After reviewing over 100 studies, preliminary ndings indicate that the most researched themes are technology leadership as shared responsibility and leader content knowledge around technology and media literacy.

Facilitating Administrators’ Instructional Leadership Through the Use of a Technology Integration Discussion Protocol. Scott Christopher McLeod, University of Colorado-Denver

Too often technology integration efforts by educators replicate rather than transform traditional instructional practices. Administrators’ use of a targeted discussion protocol can be helpful for facilitating analysis and revision of educators’ technology-infused lessons and units. This article describes how administrators in schools and preservice preparation programs can utilize such a protocol to enhance their instructional leadership and foster the success of their schools’ technology integration and implementation efforts.

Impacts on Practioner-Scholars of Participation in the Collaborative Authorship of Educational Leadership Simulations. Eric R. Bernstein, University of Connecticut; Michael Johanek, University of Pennsylvania; Wilbur Parker, Bowie State University; Joe Mazza, University of Pennsylvania

This study explores the experiences of practioner-authors of web-based leadership micro simulations based on their actual problems of practice. The project utilizes an inquiry-based and re ective practice approach to authoring and the simulations are designed to be utilized by groups of school leaders to collaborate in the construction of new knowledge around leadership praxis. This study explores the impact that participation has on the practitioner-scholars who are serving as simulation authors.

Media and its Pedagogical Implications: Understanding Leadership As/Through Mediational Praxis. Patrick M. Jenlink, Stephen F. Austin State University

Preparing educational leaders for today’s schools is challenged by a “social imaginary” of what education, schools, and educational leadership represent to the public. The purpose of this study was to examine the pedagogical implications of using popular culture media texts as curricular and pedagogical mediums for understanding day-to-day leadership challenges. Popular culture media plays an important role in the production of cultural politics via popular culture “texts” such as lms and television programs.

School Leaders and Twitter: Examining Practices in Twitter Chats. Lesley Y. Pendleton, Gwinnett County Schools; Nicholas J. Sauers, Georgia State University

Twitter has surpassed its original purpose as a system for communicating short updates to a
small group. Its exibility as a social network, as well as an information network, makes Twitter
a resource that school leaders may use to connect, share, and learn from others. This research explores how school leaders interact, within the context of a Twitter chat, to determine if they are consistent with the characteristics of a community of practice.




Thursday November 17, 2016 3:00pm - 4:10pm
Detroit Marriott at the Renaissance Center: Floor 5 - Brule A

Attendees (9)