Within the theme of Understanding Perspectives eight different elements emerged over the course of the data collection and analysis, including:
Facilitating Change can be broadly sub-divided into two areas:
The sphere of Leadership in this research had four different foci, including:
The Pre Adoption of Technology (PAT) Model (Jones, 2015)
Berge, Z. & Clarke, T. (2005). Virtual Schools, Planning for Success. New York, NY: Teachers College Press
Berge, Z. & Clark, T. (2009). Virtual Schools: What Every Superintendent Needs to Know. Distance Learning, Vol.6, No.2 (pp.1-10) Retrieved from http://www.usdla.org/assets/pdf_files/DL_6-2.pdf Site accessed on 19 February 2015
Virtual schools have emerged out of the end of the 20th Century (Russell, 2004) particularly in the USA, where the numbers have been growing rapidly in recent years as a result of globalization, technological advances, changing perceptions on the traditional model of schooling and new funding models (Clarke et al., 2005).
There are many different kinds of technology and innovation adoption models, such as:
An understanding of transformative learning theory in the context of this research helps to shed light on the process of shifting pedagogical approaches. Transformative learning has its roots in psychotherapy and can be traced back to the work by Joseph Breuer on catharsis (Illeris, 2007). However, it was Carl Rogers (1951), from the field of humanistic psychology, who related transformation to the concept of learning.
Central to the definition of pedagogic shift is the concept of social constructivism. A central figure in the development of social constructivist learning theory, emerging out of the Age of Enlightenment was Lev Vygotsky (1896-1934). Amongst other things, he studied the cognitive development of children, highlighting the importance of both culture and social contexts in cognitive development.
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