Supporting Learning and Leadership with Technology

Targeted MATLT Activity

I wanted to analyse the appropriateness of certain technologies for effective leadership and learning.

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  • Understand the best technologies for proper learning and leadership.
  • Identify the best theories and principles for learning using different educational technologies.
  • Empower my learners using different technology-assisted instructional strategies.

Implementation Approach

The use of technology in education has been a great achievement in many countries. I used the SETT (Student, Environment, Task, and Tools) framework to identify the changing needs of my learners. The framework was “also necessary towards identifying the best technologies for learning and leadership” (Dabbagh, 2006, p. 7). The first approach was to spot the abilities, needs, and expectations of my learners. This knowledge was necessary for identifying the best technologies for proper educational leadership (Wagner & Ice, 2012). The next step was to identify the best learning environment for my students. The third approach was to select the best task for a proper learning process. Students in every grade will tend to have similar expectations. Teachers should use the right tasks in order to get the best results.

The final step was to highlight the most appropriate tools for learning. I examined the relevance of certain technologies such as calculators, computers, charts, and PDAs. Teachers “should use such technologies differently depending on their goals” (Dabbagh, 2006, p. 3). Tutors should use similar methods whenever making their decisions. My goal was to ensure every learner benefited from the exercise. I also encouraged my teammates to be part of the decision-making process (Dabbagh, 2006). I was able to analyse the best technologies depending on the needs of my learners. I will always make informed decisions regarding the use of various educational technologies.

Theories and Principles

Technology “refers to different inputs that can support various activities such as learning” (Wagner, E., & Ice, 2012, p. 35). Such inputs include personal digital assistants (PDAs), calculators, and operating systems. Teachers must “make appropriate decisions regarding the use of various technologies to support leadership and learning” (Dabbagh, 2006, p. 3). The “first theory to consider whenever making such decision is the communication model” (Wagner, E., & Ice, 2012, p. 35). The model explains how the sender and receiver can promote the best interaction. Educationists must consider the importance of different communication theories towards better learning processes. Behaviourist theories support the use of external stimuli to promote new rewards. Such a reward can be positive or negative. Scholars should use such external stimuli whenever promoting various learning processes. Constructivist theories also explain how learning can be a unique experience for every student. I used the theory to identify the best technologies for effective learning.

Design and Implementation Challenges

I encountered several challenges during the above activity. Some teachers were unable to identify the most applicable theories for proper educational leadership. I was unable to identify the best technologies for effective leadership in different learning environments. Some of my students were not ready to use different technologies. Our institution also lacked most of the required technologies for proper learning. Such issues “made it impossible for me to identify the best technology-assisted instructions for my learners” (Edge, 2012, par. 3). They should also possess the best skills and knowledge. The approach will make it easier for teachers to use different technologies in a proper manner. This situation explains why I will examine the appropriateness of different educational technologies.

Reference List

Dabbagh, N. (2006). Instructional Design Knowledge Base. Web.

Edge: Reinventing Society in the Wake of Big Data. (2012). Web.

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Wagner, E., & Ice, P. (2012). Data Changes Everything: Delivering on the Promise of Learning Analytics in Higher Education. Educause Review, 1(1), 33-42.

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