School Governance, Digital Technologies and Pedagogical Reform: A Matter of Trust

By Margaret E. Robertson.

Published by The Learner Collection

Format Price
Article: Print $US10.00
Article: Electronic $US5.00

The literature on educational leadership refers to the importance of negotiation as the basis of transformative practices. However, the dominance of educational policy with its mandatory public reporting of outcomes and products is threatening this process of transformation in schools. In this paper I report on research that highlights how easily the importance of processes used to attain the externally driven demands can become [inadvertent] obstacles for success. Where the inspirational outcomes for transformative practices are being met there is a style of leadership that is built on trust, cooperation and shared visions. Where the success rate is poor there is evidence of management control and minimal trust of students and staff. The context of the research reported relates to pedagogical reforms being expected of teaching and learning practices in relation to new technologies in primary and secondary education. From the research outcomes a set of criteria for measurement of success have been developed. Success factors include distributed leadership, mutual trust and collaborative practices between students and staff, and building close connectivity within the local community. The research schools are located in the two Australian states of Victoria and Tasmania.

Keywords: Trust, Governance, Leadership, Communities of Practice, Digital Technologies

The International Journal of Learning, Volume 13, Issue 12, pp.111-120. Article: Print (Spiral Bound). Article: Electronic (PDF File; 901.190KB).

A/Prof Margaret E. Robertson

Associate Dean Research, Faculty of Education, La trobe University, Bundoora, Victoris, Australia

Margaret Robertson is reader in education at La Trobe University. She is widely published in books and journals with extensive international expertise in teaching and research project management Her career long interests in quality learning environments are linked with an enduring passion for geographical education and knowing more about visual and spatial literacies. Her research adapts these spatial concepts to reconceptualising theory related to learning and teaching in time-space free digital contexts.


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