From all reports in the media, school leaders are totally focused on their students’ well-being in the pandemic crisis. The initial shock has now morphed into staying safe and watching the wreckage globally. And as I live in Melbourne, stories circulating about frontline workers now have new urgency through Stage 4 restrictions. Though far less…
This page features stories around school leaders as they work on the ‘education frontline’ during the pandemic. It acknowledges their importance in the management of staff and community relationships as school communities work to bring about the continuity of learning for our children.
There are three main assumptions holding together the collection of stories. They are that school leaders
- understand, critique and measure the application of technologies to develop confidence in staff and students through the school vision and its associated learning and assessment principles,
- develop the knowledge of collaborative practices in school leadership and teaching teams in order to model 21st century skills to their staff and students, contextualised within the school’s digital and geographic ecosystems, and
- research the findings of HCI (human-computer-interactions) in order to apply the benefits of learning design and other digital pedagogies in the school’s pedagogical offer.
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.