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 a school leader, I want to understand, critique and measure the application writing technologies in order to develop confidence in staff and students through their embracing of the school’s vision and mission in learning and assessment principles.
Understanding the busyness of online communications may be key to effectively delivering 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 …
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?
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.
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’.