Educational Leadership in a Digital Age

Time: Second Semester 2019, Sunday 8:00 am – 5:00 pm

Location: Room # _______

Instructor Information:

Instructor: Reynaldo E. Manuel, Jr,

Cell: 0977 844 0166
Email: el_manuel777@yahoo.com

Course Description:

In this course, we will examine the scholarly literature on Educational Leadership in a

Digital World and connect it the actual practices of learning in the classrooms and communities
through a combination of theoretical and applied readings and presentations. The course aims to
help students develop a critical understanding of the most pressing issues relative to educational
leadership in a digital world. By the end of the course, it is expected that students will be able to
build theoretical frameworks and be able to apply it in their respective workplaces.

Course Objectives:

The major purposes of the seminar are to: (1) familiarize the students with the concepts
of educational leadership; (2) investigate the substantive and methodological issues that underlie
current research and practice relative to the use of digital technology inside and outside the
classrooms; (3) build up understanding of theoretical and practical issues facing learning and
achievement in a digital world; and (4) contribute to the development of students’ scholarly
skills, particularly reading, writing, and participating in academic presentations and discussions.

Methods of teaching

The seminar will employ various methods, such as direct instruction, group discussion,
instructor modeling, presentations and field study (action research).

Course Readings:

Required Readings:
 Leading Change, Why Transformation Efforts Fail by John P. Kotter, Harvard Business
Review 2007

 Leading better learning: School leadership and quality in the Education 2030 agenda,
UNESCO

 Rethinking Education in the Age of Technology: The Digital Revolution and the Schools,
Collens and Halvelson

 Learning in the Digital Age. European Network of Education Council, 2014

 Technology, Broadband and Education, UNESCO, 2013

 Innovating Education and Educating for Innovation, The power of digital technologies and
skills, OECD, 2016

 Children in a Digital World, UNICEF, 2017

 Teaching in a Digital Age, Bates, 2015

 Digital Strategy for Schools, An Roin Department of Education and Skills, 2015

 Skills for a Digital World, OECD, 2016

 Students, Computers and Learning, Making the Connection, OECD 2016

 Transforming Education for the Next Generation, Intel, 2014

 OECD Digital Economy Outlook 2017, OECD

.
Course Assessment:

Course employs hundred-mark system instead of grade system. However, course marking
can be transferred to grades based on individual needs. Course marking will be based on
participation, group presentation and assignments. These factors will be weighted as follows
(100 points possible):
Class attendance and participation (15%)
Because much of the course will be structured around group work, it is expected that
students will attend class sessions, as well as actively participate in class activities and
discussion. Reading and thinking about the content to be considered in each class session should
be done in advance.

Small Group Presentations (15%)

Students are required to work with peers in small groups and present to the class on their
group work project. Topics will be discussed accordingly after grouping.

Assignments (70%)
Please submit all assignments e-copy as well as hard copies in class on the day it is due
The assignments include one Group Project Assignment (worth 40%) and one Individual
Action Research Paper (worth 60%):
1) Group Project Assignment #1: Students will be divided into groups based on their
class report topic and work on a project of "How can they apply the insights that
they learn from their assigned topic to improve their schools,” This group work
needs group members to meet during or outside class hours to individually contribute
to the group’s paper.
The length of GPA#1 is 5-8 MA and 8 - 10 pages PhD and will be due at the schedule of the
report.
2) Individual Action Research Paper: "Identifying Pupils/Students Learning
Needs/Issues, Faculty Development Needs/Issues, School Leadership Needs/Issues
and Infrastructure Needs/Issues in their schools and communities that hinder
ICT/Digital Integration." (Choose at least two and discuss thoroughly).
The length of IARP is 8- 10 (MA) 10 - 15 (PhD) pages and will be due for presentation on
March 23, 2019.

Paper Policy:
Papers will be graded on:
1. demonstration of the capacity to explain ideas, issues, and theoretical perspectives;
2. demonstration of the capacity to choose and use theoretical constructs and thematic ideas to
pose, analyze, solve, and interpret problems;
3. demonstration of the capacity to reflect issues into your own settings;
4. demonstration of the clarity of written expression, focus and error-free;
5. demonstration of the capacity to mount and sustain a clear, logical thesis
6. demonstration of the capacity to the appropriate use of citations;
7. papers should be single-spaced in a Times New Roman 12-pt font. Pages should be
numbered.
8. a cover/title page with your name, title of your paper, and date (this is the only place that
your name should appear).

Course Outline:
Week 1:
 Course Overview
 Presentations,Discussions and Readings on Leadership
 Paper and topic assignment
Week 2:

 Group Reports Nos. 1,2,3 and 4

Week 3
 Group Reports Nos. 5, 6, and 7

Week 4
 Presentation of the Lucky 10 Drawn by lots…

> Presentation and Discussion of IARP (Formal Attire).

> Criteria of the presentation
20 minutes presentation in a power point
Title
Objectives
Review of Literature
Brief methodology
Presentation, Interpretation and analysis of data
Findings, Conclusion and Recommendations
Bibliography
10 minutes interrogation
> submission of the final copy (corrected)