What is it about?
A discussion of the relative lack of research into e-leadership in educational technology in education is followed by an outline of selected prior literature in the field. The paper proposes that, as part of a natural evolution of educational technology research, considerably more attention needs to be focused on research and development in e-leadership. Building on selected prior literature, an updated framework of principles for effective “e-leadership” of educational technology is proposed, with specific reference to higher education, building on selected insights derived from e-leadership literature and on the author's experience of 30 years of professional practice, scholarship and research into educational technologies and leadership in education. The paper proposes the development of a new fifth “age” of educational technology research in which it is argued that more critical, selective, strategic e-leadership approaches to the adoption and use of educational technology need to be progressed through research, development and training as the field matures.
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Why is it important?
e-Leadership, or digital leadership, or the leadership and management of educational technology, whatever you wish to call it, is a growing and essential part of the landscape of higher education, Unfortunately, with the exception of a smallish number of notably brilliant examples, insufficient attention has been as yet given to research, development and practice in this area, especially at top management levels. It is vital that this changes, or the accelerating advances affecting digital universities will rapidly become uncontrollably beyond the reach of management in higher education.
Perspectives
After working, studying and researching for many years in the field of educational technology in post-compulsory education,(notably for an MA and then PhD in Computers in Education at King's College London and as a Director in HE), I began to realise around 2000-2001 that it was not possible to carry out e-learning projects effectively unless senior leadership and management facilitated this, or at least did not block such projects. At this point I began to investigate the interaction between leadership, management and educational technology (or e-learning, or technology enhanced learning, whatever you wish to call it). I have continued research on this during the past 14-15 years, and feel that it is even more vital as an area of investigation now than it was then.
Professor Jill Jameson
University of Greenwich
Read the Original
This page is a summary of: e
‐
L
eadership in higher education:
T
he fifth “age” of educational technology research, British Journal of Educational Technology, October 2013, Wiley,
DOI: 10.1111/bjet.12103.
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