Leadership for Learning: Innovating with Technology

Leadership for Learning: Innovating with Technology

Kathleen M. Kevany (Nova Scotia Agricultural College, Canada)
DOI: 10.4018/978-1-4666-0062-1.ch016
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Abstract

To address current pressures in higher education of viability and sustainability, while also being ambitious and relevant require well placed leadership, technology, and information. The prudent use of technology by competitors can threaten the uptake of high quality education at a non-innovative institute. This is the era of the transforming university through the innovative application of leadership and technology. Expanding avenues for distance education and online learning may help to activate knowledge and skills needed in an epoch of globalization. Impediments facing administrators, educators, and peer-to-peer relations along with opportunities and strategies for employing leadership and ICTs are examined for their impact on learning and culture. Recommendations to enhance accessibility, connectivity, and ingenuity are included.
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Background

Over more than two decades, advances in and utilization of technology, have required the recalibration of organizational assets, beliefs and behaviors, as well as ways of connecting and communicating (Anderson and Dexter, 2005). A 1995 paper on models of learning argued for research examining the educational uses of the Internet and the World Wide Web (Leidner & Jarvenpaa, 1995). By 2011 the use of the World Wide Web has become so pervasive, business, education, and government have come to infuse global links into everyday parlance. Early renditions of computer mediated learning meant that students were required to read extensively online yet they were insufficiently engaged with dynamic and satisfying approaches to learning (Hanna, 2003). While technology has become infused throughout higher education, for learners and leaders to maximize opportunities from technology further adaptations and innovations become essential.

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