| CODE | LLI5022 | ||||||
| TITLE | Digital Mediated Leadership: Implications of School Management in Age of Digital Pervasiveness | ||||||
| UM LEVEL | 05 - Postgraduate Modular Diploma or Degree Course | ||||||
| MQF LEVEL | 7 | ||||||
| ECTS CREDITS | 5 | ||||||
| DEPARTMENT | Leadership for Learning and Innovation | ||||||
| DESCRIPTION | Digital transformation is not about technology but about the people who avail themselves of the technology. In schools this will converge on the identification and the definition of various types of leadership including translational, transformational, transactional and new forms of nascent leadership traits such as the concept of the unnatural leader to foster and facilitate digitally mediated attitudes in formal educational settings. Thematically ensuing arguments will revolve around: (a) the strategies and business models that educational leaders must adopt before investing into any new technologies; (b) empowerment to consolidate digitally mediated attitudes and aptitudes in educational institutions, (c) the facilitation of end-user experiences and the elicitation of 21st century skills to enhance staff and school ethos growth; (d) introducing LEGO game play techniques that school leaders may adopt to provoke teamwork and individualise potential qualities or undercurrents that may limit the outcome of technology deployment. Study-Unit Aims: • Increase awareness of a range and nascent ICT applications and the ways they can be used in the classroom to enhance learning and teaching. • Enhance participants’ knowledge and awareness on reflection of Implementation processes of new technologies in organisations. • Reflect on and critically evaluate the role of ICT in learning. • Review and create strategies to incorporate ICT across curricula. • Enhance awareness of the audience of digitally mediated changes. • Familiarise participants with nascent negotiated digitally enhanced attitudes. • Present participants with current local and foreign good practices related to digital leadership. • Familiarise learners with issues of privacy and ethics. Learning Outcomes: 1. Knowledge & Understanding: By the end of the study-unit the student will be able to: • Recognise the importance of commitment to plan and integrate 21st century strategic planning; • Appraise attitudes of a growth mindset directed towards the systematic synthesis of opportunities for themselves and staff to foster and reproduce 21st century school leadership mentality; • Articulate between different forms of new forms leadership; • Question, distinguish, individualise and ultimately understand the implications underlying the proper contextual choice of technology. 2. Skills: By the end of the study-unit the student will be able to: • Demonstrate skills and design strategies that merge staff qualities and inclinations towards using technology in formal educational settings; • Experiment with scenarios that empower productivity with ICT within the school; • Employ positive energy for the effective incorporation of digital technologies in school; • Explore research and establish the importance of venturing towards new horizons that will instill personal and staff confidence towards technology implementation and use; • Recognise the importance of personal and staff growth and integrate in qualities that entail them to learn, unlearn and relearn; • Synthesise different game-players’ qualities in a way to meet and satisfy common inclusive goals of success. Main Text/s and any supplementary readings: Main Texts • Kareem Ayoub & Kenneth Payne (2016) Strategy in the Age of Artificial Intelligence, Journal of Strategic Studies, 39:5-6, 793-819, DOI: 10.1080/01402390.2015.1088838. • Luckin, Rose; Holmes, Wayne; Griffiths, Mark and Forcier, Laurie B. (2016). Intelligence Unleashed: An argument for AI in Education. Pearson Education, London. • Schrum, L., Levin, B.B. (2015). Leading 21st-Century Schools: Harnessing Technology for Engagement and Achievement. SAGE Publications. • Sheninger, E.C (2014). Digital Leadership: Changing Paradigms for Changing Times. SAGE Publications. Supplementary Readings: • Ahlquist, J (2014). Trending now: Digital Leadership Education Using Social Media and the social change model. Journal of Leadership Studies. Volume 8, Number 2, p. 57-60. University of Phoenix. (Article). • Rogers, (2003). Diffusion of Innovations. New York: Free Press. |
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| ADDITIONAL NOTES | Pre-requisite Qualification: 1st Degree. | ||||||
| STUDY-UNIT TYPE | Lecture, Online Learning and Seminar | ||||||
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| LECTURER/S | Patrick Camilleri |
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The University makes every effort to ensure that the published Courses Plans, Programmes of Study and Study-Unit information are complete and up-to-date at the time of publication. The University reserves the right to make changes in case errors are detected after publication.
The availability of optional units may be subject to timetabling constraints. Units not attracting a sufficient number of registrations may be withdrawn without notice. It should be noted that all the information in the description above applies to study-units available during the academic year 2024/5. It may be subject to change in subsequent years. |
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