Evidence-Based Strategies for Leading 21st Century Schools

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Corwin Press, Jun 13, 2012 - Education - 192 pages

Discover how award-winning schools advance students’ learning through technology!

A companion to the best-selling Leading 21st Century Schools, this inspiring book profiles eight visionary schools and how they approach technology. Hear directly from the principals, teachers, superintendents, and other educators involved as they describe their strategies for:

  • Becoming a school culture that embraces technology and 21st century skills
  • Creating a 21st century classroom, including new instructional approaches and professional development opportunities
  • Selecting the right technology strategy, infrastructure, and devices
  • Managing costs through funding and budget strategies
  • Measuring progress through effective use of data

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The Role of Vision and Mission
What Is Leadership in a 21st Century School?
3 What About the Pipes Wires and More? Planning and Supporting Technology in 21st Century Education
Models of Professional Development to Support Change
5 What Does a 21st Century Classroom Look Like? How Curriculum and Instructional Practices Change
The Importance of Attending to School Culture
Tools Options and Resources
Creating Partnerships Is a WinWin Proposition

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About the author (2012)

Lynne Schrum is Dean of the Abraham S. Fischler College of Education at Nova Southeastern University, Ft. Lauderdale, FL. Previously, she was the Dean of the College of Education and Human Services at West Virginia University. Prior to that, she was a professor and coordinator of elementary education in the College of Education and Human Development at George Mason University. Her research and teaching focus on preparing teachers for the 21st century, appropriate uses of information technology, and leadership in a digital world. She has written eleven books and numerous articles on these subjects; the most recent is How 2, Web 2: How to for Educators. Schrum served on AERA’s Council, was editor of the Journal of Research on Technology in Education (JRTE) (2002-2012), and is a past-president of the International Society for Technology in Education (ISTE).

Barbara Levin has been a Professor in the Department of Teacher Education and Higher Education at the University of North Carolina at Greensboro (UNCG) since 1993. She was an elementary school teacher for 17 years before earning her Ph.D. at the University of California-Berkeley. Dr. Levin served as the Director of the Teachers Academy at UNCG, assistant department chair, and director of graduate studies. She was awarded the first Mentoring-Advising-Supervising (MAS) Award in the School of Education at UNCG. Dr. Levin also served as an Associate Editor for Teacher Education Quarterly for 8 years, and was co-PI on a 5-year, $1.4 million National Professional Development grant from the Dept. of Education called TESOL for ALL. Her research interests include: understanding how teachers’ pedagogical beliefs develop across their careers; case-based teaching; problem-based learning (PBL); universal design for learning (UDL); and leading, teaching, and learning with technology. Dr. Levin has published eight books and over 40 articles in well-respected research journals.

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