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EduTECH Day 2 2017

Reflections from Day 2 of EduTECH 2017.

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What does a post-industrial class look like? Part 2

This post is the second part of a series that I have been working on to identify what does a post-industrial class look like? In my previous post, I looked at using video, collaborative discussion, grouping and student-centred learning.


Why a large display and one to one? The large electronic display is used as it offers many benefits to a given lesson; these include demonstration and modelling as the teacher could showcase the application or video from the board (Moss, et al, 2007). It is easy to show the important features of particular web-based activities and have students interact with the material on their own devices. The board can accommodate different learning styles (Herrington & Harrington, 2006). Interactive boards can help tactile learners by touching and marking the board. Audio learners can have the class discussion and auditory multimedia, visual learners can see what is taking place as it develops at the board and it offers multimodal learning which can be tailored …

How can Change Management be Enhanced by Reflective Practices?

What is instructional leadership and why is it important for educational leaders?

School leaders matter for schools success (Hattie, 2012). It is universally acknowledged that effective leadership is an essential element in achieving school improvement (Leithwood & Jantzi, 1998; Hopkins, 2001). “At the heart of school capacity are principals focused on the development of teachers' knowledge and skills, professional community, program coherence, and technical resources” (Fullan, 2002, p16).

“The old model of formal, one-person leadership leaves the substantial talents of teachers largely untapped” (Lambert, 2002, p.37). This one-person theory of instructional leadership that was promerate in the years previous to 2000 (Hallinger & Heck, 1998). It was an archetype where the principal would lead from the front being across all levels of leadership (Spillane, Halverson & Diamond, 2001). However, with the increasing complexities of schools, the development of other philosophies of instructional leadership, which can be defined as the guidance or managemen…