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Module 3 Activity: Discussion Connections identified between an element of leade
Module 3 Activity: Discussion Connections identified between an element of leadership vision from Ndalamba et a. (2017) and conditions of empowerment in Cover (1991). There is a remarkable connection between the element of leadership vision from Ndalamba et al. (2017) and the conditions of empowerment in Covey (1991), where both, from the point of view of their authors, provide important approaches that help to become an efficient and successful leader. In Ndalamba et al. (2017), the element of knowledge of oneself, is suggested as the starting point to create a vision of leadership. Considering that self-knowledge gives us the ability to know our emotions, thoughts, values, strengths, and weaknesses, as well as help us define our character. This allows us to lead ourselves with authenticity and integrity, as well as to better lead our collaborators. In Covey (1991), one of the conditions of empowerment is the character that, although it is developed, largely by self-knowledge, is one of the most important conditions to establish the win-win agreement suggested by Covey (1991). Character (what a person is) along with skill (what that person can do), are the two most important preconditions to consider for the creation of relationships of “trust” between leaders and collaborators in the process of implementing their conditions of empowerment. The approach of the elements of the leadership vision from Ndalamba et al. (2017) also clarifies the importance of gaining the “trust” and commitment of others, as a basis for achieving organizational success or the expected results. Current educational problem; vision for solving it; and communication strategies to garner support from colleagues towards developing and fostering a shared vision. Faced with the urgency of integrating technology into schools with the idea of improving education, teachers face a new challenge. It could be assumed that the lack of resources, as well as the lack of didactic-pedagogical training of the technology, the little motivation, and the processes of change in the teaching models and school organization, could generate feelings of insecurity in teachers. These changes may be generating a path of uncertainty, causing them to not find an ally in technology, and lack the support in the process of adaptation to the new socio-educational context. This in fact can lead them to consider technology as a threatening tool and a destabilizing element in their professional performance, which can lead them to make the decision not to incorporate it into the teaching-learning process. Nowadays, technology applied to education provides tools capable of helping to improve the educational system, as long as these are accompanied by good management by teachers. Making the transition from a traditional educational model to a technological one, is a challenge that requires time, preparation, and training. The introduction of technology in the classroom should involve the incorporation of changes in the way teaching and learning are organized, affecting all parties involved in the educational process such as management, communication, and the curriculum. Logically, this change requires time, but above all, a change in attitudes and skills for the newly available resources. Integrating technology means directly involving teachers in its use, and for this, technology tools must be a main part of programs related to the educational process. Communication strategies: Strengthen the positive attitude in teachers, with permanent training plans that allows them the appropriate pedagogical use of technology. Create a Blog of FAQ’s, frequently asked questions and answers about the technological tools used in the instruction. Send weekly tips on the use of technology in the classroom via email. Offer workshops related to strategies of resistance to change, especially for school staff who are less familiar with new technologies. Progressive incorporation of technology to academic work, through the assignment of activities that require the use of the internet, email, blog, groups, among others. Periodic renewal of technological tools to make it more versatile, attractive, and pleasant for the teacher. Offer mini courses on the platform with the option for the teachers to organize their time, keep statistics of performance, and their progress with technology utilization. Inform teachers through email about cutting-edge technological tools, as well as their operation, advantages, and benefits. References Covey, S.R. (1991). Principle-centered leadership. New York: Simon & Schuster. Ndalamba, K. K., Caldwell, C., & Anderson, V. (2017). Leadership vision as a moral duty. Journal of Management Development, 37(3), 309-319. This is what my classmate wrote I have to relate to her discussion and replay back in APA format 7th edition

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