Remarkably, there are few accounts for viewing schools as educational (self-) publishers operating in the current highly disrupted publishing industry. The exception to this is Muriel Wells and Damien Lyons’ (2017) study of the vital connection between teaching and writing. They present several papers explaining how teachers are now positioned to take advantage of Web 2.0 and self-publishing opportunities to write and publish and to reach audiences previously unimagined. (2017, p.32)
As an FLS director, I was to highlight issues that made school leaders and teachers maximise the use of digital technologies in order to create optimal learning environments in classrooms and through remote learning.
The Monash University report “Perceptions of Teachers and Teaching In Australia” should alarm us all. Could their underappreciation of teachers be largely due to a big dose of ignorance? Here’s how that story goes …
Writing online holds a special challenge for busy school leaders and teachers. Not only do principals and their staff today have to deal with the usual complexities of language, now they have to use multimedia in critically important too.
An autobiographical viewpoint of why I set up Fantastic Learning Systems P/L and what it means to understand what I can uniquely offer in school-based professional learning.
What are your school’s current communications strategy and plan? How is it helping you realise the school’s vision and mission? How well is it helping the school community to understand the school’s learning principles?
Scanning job advertisements for curriculum management positions supports several insights into the broad application of formal learning in a knowledge-based economy.
There’s a long history in education producing school-based publications and media artefacts. Schools produce yearbooks, newsletters and a wide variety of classroom materials and resources, as well as a wealth of school photos and videos.
From Cognitive Load Theory to existentialist threats in the search for truth, all school-based curriculum providers contend within an information-rich digitally enhanced environment. So, ‘the problem’ which I want to focus on is the curriculum writer’s and manager’s ability to perform their epistemological function as ‘knowledge managers’.
The key aim is the development of Year 5/6 students as ‘philosopher citizens’ who participate in an Australian democracy as both ‘thinkers’ and ‘activists’. This is related to information which this phase of learning may now access ‘the future of work’.