6023 session 3_2010

3. Educational Leadership and ICT Policy

Educational Leadership and ICT Policy FOCUS: Analyzing policy statements - definition, elements of policy, key concepts, policy analysis * Paper 1 : Harris, A. & Spillane, J. (2008). Distributed Leadership Through the Looking Glass. Management in Education, 22 (1): 31–34. NG Chun Chun Janny LEE Shi Shing Introduction to Self-review Framework * Paper 2: McMillan Culp, K., Honey, M. & Mandinach, E. (2003). A Retrospective on Twenty Years of Education Technology Policy . CHENG Ching Wai CHUNG Ka i Lun Peter Questions, Reflections & Conclusions Session 3 Outline

Alice: Please tell me which way I ought to go? Cat: That depends where you want to get to Alice: I don't much care where Cat: Then it doesn't matter which way you go Alice: …so long as I get somewhere Cat: You're sure to do that if you walk far enough Lewis Carrol. Alice in Wonderland . [Ch6 Pig & Pepper] http://www.sabian.org/alice.htm Understanding Policy

Understanding Policy Defining where you are Deciding where you want to go Working out how to get there http://www.linkingcommunities.org.uk/images/home/SignPosts.gif What’s the policy in your workplace regarding IT? If you don’t have one, what would you like it to be? If you are working from home, upload your comments in the Forum

Why focus on policy? Policy is - a definite course of action Good policy is essential in developing an effective [education] system Changing times need creative proposals and solutions. EG Reallocating resources by closing some schools or Integrating new technologies into the curriculum What could this mean? What actions may be needed? Discuss in your groups.

Definition ‘ public policy can be defined as a course of action or inaction chosen by public authorities to address a given problem or interrelated set of problems’. Pal, L. A. (2001). Beyond Policy Analysis. Public Issue Management in Turbulent Times. (2 nd ed). Scarborough (Ontario): Nelson.

About this definition . . . ‘ policies are guides to a range of related actions in a given field’ refers to inaction, if this is a choice policy is usually designed to deal with problems (sometimes opportunities) policy rarely tackles single problems – usually sets of smaller problems

Restatement of definition ‘ The general character of a public policy . . . is that it is a guide to action, a plan, a framework, a course of action or inaction designed to deal with problems’ (p.5)

‘ Classical’ definition Policy is: formulated consciously analytically made explicit implemented formally [compare with the view that ‘policy is what governments do , not what they say or intend’]

problem definition policy goals policy instruments (how the policy is to be addressed and the goals achieved) Elements of a policy statement

Problem definition Is the problem recognized and defined? Was the process of problem definition exhaustive or causal? What are the factors which lead to the problem or issue? (causal connection)

Problem definition . . . Problem definition ‘is rarely articulated in great detail in a policy statement’ (p.7) despite the debate which often takes place in the media and interest groups. It is often necessary to research more widely for the background to a problem or issue, and the reasons (rationale) for doing something.

Policy Goals Are the policy goals clearly stated? Usually agreement about general goals, but often debate about specific goals.

Policy Instruments – how the problem is to be addressed and the goals achieved ‘ The theoretically wide range of choices over instruments is actually quite constrained in the real world’ (p.8) ‘ Instrument choice can be limited by legal restrictions’ (p.9) – e.g., local/regional/national responsibilities for education

Group Activity To find out about a policy: - find an authoritative source for the policy statement - search this source for statements about policy definition, goals and instruments Problem definition Goals Instruments Programs Activities

Policy consistency Internal consistency – the definition should ‘fit’ with the goals and instruments Vertical consistency – programs/activities should be logically related to the policy

Internal and vertical consistency Vertical consistency Policy content - definition - goals - instruments Internal consistency Programs / activities

Horizontal consistency Horizontal Policy A Policy B

Policy analysis Policy outlines the intended program, not necessarily the implemented program Analysis = ‘break down something complex into its various elements’ Policy analysis – identifying problem definition, goals and instruments

Policy analysis How well is the problem defined? What are its characteristics? What goals are being pursued? Are the instruments adequate and likely to produce results? (p.14)

Several ways to analyze policy Normative: analyses policy with reference to basic values or ethical principles Legal: analyses policy in terms of constitutionality, consistency with statute , and legal convention Logical: analyses policy in terms of internal, vertical and horizontal consistency – whether it ‘makes sense’ Empirical: analyses policy in relation to impacts and effects , costs and administration

Discussion A nalyze the EMB IT in Education (2004) policy statement or EDB (2008) discussion document in terms of an explicit type of reasoning (logical), rather than simply describe/summarize the contents [ If you are from other organizations, find a policy document relevant to you to review ] Focus on specific elements (definition, goals, instruments) Check for internal and vertical consistency Check for horizontal consistency (PDFs in session-2) Upload groups comments to the MOODLE Forum

Paper 1 * Paper 1: Harris, A. & Spillane, J. (2008). Distributed Leadership Through the Looking Glass. Management in Education, 22 (1): 31–34. NG Chun Chun Janny LEE Shi Shing

Break “ Bad administration, to be sure, can destroy good policy; but good administration can never save bad policy ” (Adlai Stevenson, speech, Los Angeles, Sept. 11, 1952).

Introduction to Self-review Framework Read the Wikipedia for an overview: http://en.wikipedia.org/wiki/Self-review_framework

Self-review framework has the following eight elements - these cover the development of ICT across the whole school. Leadership and Management Curriculum Learning and Teaching Assessment Professional Development Extending Opportunities for Learning Resources Impact on Pupil Outcomes Introduction to Self-review Framework

Introduction to Self-review Framework Activity: Explore the self-review framework website. Discuss the usefulness for you and whether you might use the framework in your individual assignment http://schools.becta.org.uk/index.php?section=lv&rid=11966 http://partners.becta.org.uk/index.php?section=sa&catcode=_sa_em_sr_03 http://schools.becta.org.uk/index.php?section=srf&catcode=ss_to_srf_ben_02&rid=12972

Paper 2 * Paper 2: McMillan Culp, K., Honey, M. & Mandinach, E. (2003). A Retrospective on Twenty Years of Education Technology Policy . CHENG Ching Wai CHUNG Ka i Lun Peter

Why use ICT in education? We need to have a well thought out rationale for proposing the use of ICT in education ‘ Rationale’ Fundamental reasons; An exposition of principles or reasons An explanation or exposition of the principles of some opinion, action, hypothesis, phenomenon, or like; also, the principles themselves. http://dictionary.reference.com/

In order to learn IT skills As a tool to achieve traditional teaching and learning goals across the curriculum In order to extend and enrich learning across the curriculum In order to motivate learners As a catalyst for educational change Because of the impact of ICT on the nature of knowledge http://www.med8.info/dictated/rationales.htm

Rationales (contd) In order to fundamentally change teaching and learning As a tool to support learners in thinking about their own learning In order to provide access to the curriculum for those who might otherwise be excluded from it In order to increase productivity in education In order to reduce the cost of education

Rationales (contd) In order to make education more efficient As a substitute for teachers In order to reward learners As a preparation for living in a society that is permeated with technology As preparation for work (employment)

Rationales (contd) In order to stimulate and support the country’s economic development In order to impress stakeholders (e.g., prospective parents/students) In order to reduce inequalities between students with differential access to ICT outside formal education Other? Please indicate the ten most agreeable rationales

Discussion Comment on the rationales in policy statements (HK EDB in Session-2 folder) and if they match with the survey results Post responses to MOODLE

Next Session * Paper 3 - Mentz, E. & Mentz, K. (2003) Managing technology integration into schools: A South African perspective, Journal of Educational Administration , 41(2), pp.186-200. LI Ying HONG Biao Ci

Questions Reflections and Conclusions

6023 session 3_2010

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6023 session 3_2010