E.activity 1.3 Annotated Bibliography
- Davis, N.E. (2008). How may teacher learning be promoted for educational renewal with IT? In J. Voogt and G. Knezek (eds.), International Handbook of Information Technology in Primary and Secondary Education, (507–520) Amsterdam: Springer
Description: The scope of this chapter is to give an insight into the many faceted dimensions of the ecology of schools; its main focus is to zoom in and highlights how the individual teacher,at a grass roots level, can be instrumental in bringing about change. However, this micro ecosystem is supported within the multiple ecological layers which overlap in the form of the global perspectives, the local setting of the school and the decisions made by the IT Coordinator. It further elaborates that the innovative process in the educators was shaped through professional development and tracked through case studies using theoretical models.
Evaluation: What caught my attention was the ‘how’ of promoting the ICT change in organisations should always be viewed from different perspectives; it has its own ecology that evolves with time and effort. The Australian Model presented by Tong and Trinidad (2005) and the diagrammatic representation of the various ecologies will be ideal for using within my own school culture; a positive move towards sharing leadership at multiple levels and bringing about change in staggered stages.
- Kanter, B & Fine, A.H.( 2010). Introducing Networked Nonprofits. The Networked Nonprofit: Connecting with Social Media to drive change, (pp.1-10) . Retrieved from The Networked Nonprofit: Connecting with social media to drive change
Description: Extolling the benefits of Social Media, the cautionary note is mentioned of recognising that it is a trend and not a fad. Its use in not a matter of ‘technological wizardry’ but the management of toolsets that can help forge relationships, both at a personal and professional level. Expanding on a case study, it elaborates on the learning journey of a media immigrant acquiring skills to fit into a media-native world and benefit from the wide network developed amongst know and unknown people. Kanter & Fine (2010) set out a few disclaimers and ‘bust’ some social media myths in this chapter.
Evaluation: This was an extremely valuable read, in the context of my research on Social Media and its use in fundraising for the new school facility. It mentions that although it is time consuming to manage, it replaces the time devoted to face-to-face inertactions but assists with building on existing networks to promote the development and change desired. Practically, I can envisage using blogging and Facebook to maintain and manage the networks and look forward to gleaning more information from the other chapters of the book.