Activities per year
Abstract
Accumulating evidence indicates that higher performing schools function as
learning organizations (Kruse, 2003; Silins & Mulford, 2002). Organizational
learning processes are led by school principals through organizational
learning mechanisms. OLMs are institutionalized structural and procedural
arrangements for collecting, disseminating, analyzing, storing, retrieving, and
using information that is relevant to the performance of the organization and
its members (Popper & Lipshitz, 1998, 2000; see also DiBella, Nevis, &
Gould, 1996; Huber, 1991; Marquardt, 1996).OLMs focus on gathering and
assimilating information from both internal (organizational) experiences and
external (environmental) changes, which lead to better internal adaptations
(e.g., changes in structure, procedures, strategies) (Ellis & Shpilberg, 2003;
Lipshitz, Popper, & Friedman, 2002). In the absence of explicit intention and
appropriate mechanisms, the potential for learning and change may be lost
(Ghoshal, 1987).
School principals are instructional leaders who set high expectations and
clear goals for student and teacher performance, monitor and provide
feedback regarding the technical core (teaching and learning) of schools,
provide and promote professional growth for all staff members, and help
create and maintain a school climate of high academic press (Alig-Mielcarek,
2003). They are also powerful players who can greatly affect school
improvement and bring about change through generating collective learning
opportunities for all faculty and students. (Davis, Darling-Hammond,
Leithwood, Louis, Anderson, & Wahlstrom, 2004; Schechter, 2005; Waters
& Grubb, 2004).
In this context, the Israeli educational system has initiated a national ICT
program "Adapting the Educational System to the 21st Century", with the
goal of leading the implementation of innovative pedagogy in schools, while
providing 21st century skills and assimilating ICT - Information and
Communication Technology - in schools in elementary and lower secondary
schools. This program will greatly affect the organizational learning
processes and mechanisms in schools, which are led by the school principals
in their role of instructional leaders. Understanding and implementing new
ICT processes are likely to affect the flow of information between school
staff, enhance work cooperation among staff, and help retain important data
and make it accessible to school staff, improving teaching, learning, and
evaluation processes in school.
Based on a theoretical review, this poster will outline a theoretical model and
discuss the following questions:
1 - How can principals' instructional leadership and ICT promote schools as
learning organizations through enhanced OLMs?
2 - What can ICT offer for strengthening teachers' learning mechanisms?
Original language | American English |
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State | Published - 2013 |
Event | Chais Annual Conference for Innovation in Learning Technologies - Tel-Aviv, Israel Duration: 1 Feb 2013 → 1 Feb 2013 |
Conference
Conference | Chais Annual Conference for Innovation in Learning Technologies |
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Country/Territory | Israel |
City | Tel-Aviv |
Period | 1/02/13 → 1/02/13 |
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Chais Annual Conference for Innovation in Learning Technologies
Chen Schechter (Participant)
1 Feb 2013Activity: Participating in or organizing an event › Organizing a conference, workshop, ...