Developing a Networked School Community: A Guide to by Mal Lee, Glenn Finger

By Mal Lee, Glenn Finger

This publication examines the following section of education - the improvement of networked tuition groups. Already, there are trailblazing faculties that experience moved from the normal paper-based shape towards changing into electronic faculties. a lot of those colleges comprehend the recent and wealthy studying and educating possibilities which develop into attainable once they 'dismantle their conventional college walls,' and use their networks to connect to their houses and the broader neighborhood. constructing a Networked tuition group presents information for the way a college can detect those in all likelihood monstrous possibilities. It proposes a version that allows quite a few techniques to construct at the present truth and to capitalize upon the starting to be electronic capability of the house and the mostly unharnessed 'teaching' potential of the fogeys. It encourages the construction of a reinforced home-school nexus that may construct collaboration and markedly increase pupil attainment. constructing a Networked university neighborhood is for a person attracted to bettering the standard, relevance, and effectiveness of faculties, together with mom and dad, scholars, politicians, and the broader group, in addition to principals, academics, and different academic execs.

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Extra resources for Developing a Networked School Community: A Guide to Realising the Vision

Sample text

Common views, values and goals hold a network together. A shared focus on desired results keeps a network in synch and on track. 2 Independent members: Independence is a prerequisite for interdependence. Each member of a network—whether a person, a company or a country—can stand on its own while benefiting from being part of a whole. 3 Voluntary links: Just add links. The distinguishing feature of networks is their links, far more profuse and omni-directional than in other types of organisation.

The final and concluding chapter draws all the major elements together and succinctly lays out the challenge and opportunities ahead. Conclusion In compiling this book on the next phase of schooling, the editors and authors could readily have addressed every variable associated with the operation of a school. That is not the purpose of the book. Space does not allow us to identify and explore in depth all the issues that will require attention; nor is it possible at this embryonic stage of the evolution of the networked mode.

It is appreciated that this represents a fundamental change in the assumptions of the past 150 years that the state should fund schooling. But today we live in a very different, technological, globalised world from that when the original education policies were formed. Today, across the developed world, students’ homes have, and will continue to have, far greater and more powerful digital instructional technology than the average school. Despite these developments the response by the vast majority of schools, education authorities and often governments has been to either ban or restrict the use of that technology in the school, and to impose numerous impediments to accessing the Internet and mobile technologies, all of which simply serves to aid young people’s largely unfettered use of that technology outside the classroom, with none of the school support and guidance so important to their appropriate education.

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