Next Article in Journal / Special Issue
Transforming Future Teaching through ‘Carpe Diem’ Learning Design
Previous Article in Journal
Cultivating Reflective Practitioners in Technology Preparation: Constructing TPACK through Reflection
Article Menu

Export Article

Open AccessArticle
Educ. Sci. 2014, 4(1), 36-51; doi:10.3390/educsci4010036

Technologies, Democracy and Digital Citizenship: Examining Australian Policy Intersections and the Implications for School Leadership

Centre for School Leadership, Learning and Development, Charles Darwin University, Blue Building One, Ellengowan Drive, Darwin, NT 0909, Australia
Received: 14 October 2013 / Revised: 9 December 2013 / Accepted: 12 December 2013 / Published: 9 January 2014
(This article belongs to the Special Issue eLearning: Exploring Digital Futures in the 21st Century)
View Full-Text   |   Download PDF [242 KB, uploaded 9 January 2014]

Abstract

There are intersections that can occur between the respective peak Australian school education policy agendas. These policies include the use of technologies in classrooms to improve teaching and learning as promoted through the Melbourne Declaration on Educational Goals for Young Australians and the Australian Curriculum; and the implementation of professional standards as outlined in the Australian Professional Standard for Principals and the Australian Professional Standards for Teachers. These policies create expectations of school leaders to bring about change in classrooms and across their schools, often described as bringing about ‘quality teaching’ and ‘school improvement’. These policies indicate that Australian children should develop ‘democratic values’, and that school principals should exercise ‘democratic values’ in their schools. The national approaches to the implementation of these policies however, is largely silent on promoting learning that fosters democracy through education, or about making connections between teaching and learning with technologies, school leadership and living in a democracy. Yet the policies promote these connections and alignments. Furthermore, understanding democratic values, knowing what is a democracy, and being able to use technologies in democratic ways, has to be learned and practiced. Through the lens of the use of technologies to build digital citizenship and to achieve democratic processes and outcomes in schools, these policy complexities are examined in order to consider some of the implications for school leadership.
Keywords: democracy; technologies; school leadership; digital citizenship; professional standards democracy; technologies; school leadership; digital citizenship; professional standards
This is an open access article distributed under the Creative Commons Attribution License (CC BY 3.0).

Scifeed alert for new publications

Never miss any articles matching your research from any publisher
  • Get alerts for new papers matching your research
  • Find out the new papers from selected authors
  • Updated daily for 49'000+ journals and 6000+ publishers
  • Define your Scifeed now

SciFeed Share & Cite This Article

MDPI and ACS Style

Moyle, K. Technologies, Democracy and Digital Citizenship: Examining Australian Policy Intersections and the Implications for School Leadership. Educ. Sci. 2014, 4, 36-51.

Show more citation formats Show less citations formats

Article Metrics

Article Access Statistics

1

Comments

[Return to top]
Educ. Sci. EISSN 2227-7102 Published by MDPI AG, Basel, Switzerland RSS E-Mail Table of Contents Alert
Back to Top