Going Digital in Student Leadership E-Book

• Herausgeber: John Wiley & Sons
• Kategorie: Bildung
• Serie: J-B SL Single Issue Student Leadership
• Sprache: Englisch

Seitenzahl: 215

Veröffentlichungsjahr: 2017

Beschreibung

Educators, do you want to be better prepared for the unique opportunities and challenges inherent in this digital age? This volume covers topics such as: * How technology has impacted leadership development, both in traditional leadership development models and by advancements in digital tools, platforms, and devices * The intersections of student leadership development, leadership identity, and social media * A model for exploring and teaching digital citizenship across P-20 curriculums * Preparing practitioners to support and educate students in the complex spaces of activism in the digital age * The influence of technology and digital tools in defining and developing relevant skills in student leaders * An expanded mindset for career and professional development in the digital workplace. This volume include timely discussions on technology trends and tools and how leadership educators need to integrate digital tools into their practice, pedagogy, and curriculum. It explores the complex intersections of leadership in the digital age, both for students learning to lead and the educators guiding their learning and development. The Jossey-Bass quarterly report series New Directions for Student Leadership explores leadership concepts and pedagogical topics of interest to high school and college leadership educators. Issues are grounded in scholarship and feature practical applications and best practices in youth and adult leadership education.

Leseprobe

New Directions for Student Leadership

Susan R. Komives EDITOR-IN-CHIEF

Kathy L. Guthrie ASSOCIATE EDITOR

Going Digital in Student Leadership

Josie Ahlquist Lisa Endersby

Number 153 • Spring 2017

Jossey-Bass

Going Digital in Student LeadershipJosie Ahlquist and Lisa Endersby (eds.) New Directions for Student Leadership, No. 153, Spring 2017

Editor-in-Chief:Susan R. KomivesAssociate Editor:Kathy L. Guthrie

NEW DIRECTIONS FOR STUDENT LEADERSHIP, (Print ISSN: 2373‐3349; Online ISSN: 2373‐3357), is published quarterly by Wiley Subscription Services, Inc., a Wiley Company, 111 River St., Hoboken, NJ 07030‐5774 USA.

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CONTENTS

Editors’ Notes

References

1: Remixing Leadership Practices with Emerging Technologies

The Impact of Technology on Leadership Education

Technology Knowledge, Skills, and Competencies for Student Leaders and Educators

Digital Tools for Student Leaders and Leadership Educators

Recommendations for Effective Technology Use by Educators

Conclusion

References

2: Leadership 2.0: The Impact of Technology on Leadership Development

Education in Virtual and Physical Contexts

Leadership Development Theory in the Digital Age: A Selected Model

Applications of Technology to Leadership Development Practice

Conclusion

References

3: P–20 Model of Digital Citizenship

The Historical Context: Introducing Digital Citizenship

A P–20 Digital Citizenship Curriculum

A P–20 Digital Citizenship Curriculum

A Community Approach: It Takes a Village

Recommendations for P–20 Educational Leaders

References

4: Digital Student Leadership Development

Students’ Attraction to Social Media

Leadership in the Digital Age

Researching the College Student Leader Digital Experience

The Digital Timeline of Today's College Student Leaders

Pillars of Digital Leadership Education

Trending Toward the Future

Conclusion

References

5: Student Activism in the Technology Age

Characteristics of Digitally Aided Movements

Case Studies

Lessons Learned

Implications for Practice

Concluding Thoughts

References

6: The Virtual Table: A Framework for Online Teamwork, Collaboration, and Communication

Considerations of Virtual Leadership

Standards and Competencies for Virtual Leadership

A Continuum for Team Virtuality

Virtual Leadership Considerations

Virtual Leadership Competency Framework

Conclusion

References

7: A Mindset for Career Curiosity: Emerging Leaders Working in the Digital Space

Characteristics of the 21st-Century Workplace

Skills Employers Seek in College Graduates

Mindset for Career Curiosity

Future Trends, Recommendations, and Predictions

Conclusion

References

Order Form

Index

End User License Agreement

List of Tables

Chapter 3

Table 3.1

Chapter 6

Table 6.1

Table 6.2

List of Illustrations

Chapter 4

Figure 4.1

Digital Leadership Education Pillars

Figure 4.2

Defining Digital Student Leadership

Guide

Cover

Table of Contents

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Editors’ Notes

Never before has there been such a dramatic shift in how educators recruit, teach, assess, and support students as future leaders. The anticipated and measured changes in student demographics and diversity of educational options have been greatly affected by the advent of digital technologies. From learning management systems to the implementation of online teaching tools, institutions have seen a collective shift both in how high school and college students learn and how practitioners work to provide meaningful learning experiences. This volume of New Directions for Student Leadership broadens the scholarly research and pedagogical discussions of technology beyond student leadership development to include unique opportunities and challenges for leadership education in this new digital age. No text yet has considered these complex intersections of theory, practice, and pedagogy with technology and student leadership development.

Technology in this volume is broadly defined beyond more traditionally identified media such as Facebook, Twitter, and Snapchat. Whereas social media represents a key and timely influence on leadership education, technology also encompasses digital learning tools and platforms in which students, faculty, and administrators can share and critically examine leadership theories and identities. Technology, then, is a tool by which educators can influence and educate youth across all stages of leadership development. Leadership itself can now look different in online spaces and students must find new ways to develop and demonstrate essential skills in teamwork, communication, and conflict management. This volume examines the impact of technology on both the scholarship and practice of leadership education.

Like all texts discussing technology, it is a constant challenge to keep pace with the continual evolution of advances in the field. By the time this volume is published, there will be multiple new studies, findings, and tools that will only further enhance and complicate our understanding of student leadership development in these online spaces. In an effort to keep pace with this change, a variety of sources were drawn upon including published journals, dissertation research, and recent news stories. The authors and editors also made an intentional effort to include content that spans middle school to postsecondary graduation, building, for example, from the digital competencies and skills from the International Society for Technology in Education (ISTE, 2007), digital citizenship in K–12 (Ribble, 2015) and the infusion of digital leadership in higher education (Ahlquist, 2015). Another core of the volume integrates the professional competency areas for student affairs educators by ACPA: College Student Educators International and NASPA: Student Affairs Professionals in Higher Education. The new technology competency is defined as follows:

Focuses on the use of digital tools, resources, and technologies for the advancement of student learning, development, and success as well as the improved performance of student affairs professionals. Included within this area are knowledge, skills, and dispositions that lead to the generation of digital literacy and digital citizenship within communities of students, student affairs professionals, faculty members, and colleges and universities as a whole. (ACPA/NASPA, 2015, p. 15)

This competency reminds us that technology is no longer an optional inclusion in our practice. The attitude of not being “into” technology can no longer be an excuse for not exploring the innovative possibilities of including digital tools in leadership education. The goal of this volume is to encourage a technology-open mindset in educators committed to providing timely, meaningful, and accessible learning opportunities. The competency and the articles presented in this volume both offer ways to explore the impact of technology in our field while also proposing ways in which practitioners can integrate technology into their work. Educators must no longer be content with racing to catch up with our students and the changing digital landscape; we must now learn to keep pace.

This volume aims to critically examine and discuss how technology has affected, does affect, and will affect our work in preparing students to be future leaders, workers, and learners. We have aimed to provide a comprehensive perspective on leadership education in the digital age, including discussions on working, learning, and leading in these online spaces. Chapter authors have integrated a dual focus on understanding how educators can best prepare students for this new age of education while also developing in this space ourselves, no matter whether our work is in elementary, secondary, or postsecondary education.

To this end, chapters in this volume cover both the scholarship of leadership theory and the practice of leadership education as they intersect with emerging technological tools and platforms. Early chapters offer insight into how technology has affected understandings of leadership in a higher education context, conceptualizing traditional theories and examining how both students and administrators navigate this new, complex landscape. The volume continues with discussions of important considerations for our work with students as developing leaders, highlighting topics of digital citizenship, social media use, and activism that combine leadership education with technology as a tool and a tactic. The current educational context and global environment in which leadership is practiced demands a critical lens for reviewing leadership curriculum and pedagogy, particularly in how technology has shaped the identification and development of leaders at all levels. The volume concludes with discussions of how leadership development on campus translates to effective leadership off campus, where digital tools will continue to play a vital role in a student's personal and professional growth.

Our call to colleagues after reading this volume is one of optimism and encouragement. Going digital in student leadership will guide educators, remix theory, and inspire technology practices to meet the unique digital experiences and needs of today's students. Although there will always be challenges in this space of expanded access to information and individuals, the opportunity for increased connection and enhanced pedagogical practice can only benefit students, educators, and ourselves as we enter an exciting new frontier of leadership education and practice. We are truly grateful to our colleagues who have contributed to this volume and hope those who read it will be inspired to integrate digital and social technologies into their leadership development practice.

Josie AhlquistLisa Endersby Editors

References

ACPA: College Student Educators International, & NASPA: Student Affairs Administrators in Higher Education. (2015).

ACPA/NASPA professional competency areas for student affairs practitioners

(2nd ed.). Washington, DC: Authors.

Ahlquist, J. (2015).

Developing digital student leaders: A mixed methods study of student leadership, identity, and decision making on social media (Doctoral dissertation). Retrieved from ProQuest Dissertations and Theses. (Accession Order No. 3713711)

International Society for Technology in Education. (2007).

ISTE standards for students

. Retrieved from

http://www.iste.org/standards/iste-standards/standards-for-students

Ribble, M. (2015).

Digital citizenship in schools

(3rd ed.). Eugene, OR: International Society for Technology in Education.

Josie Ahlquist

is a research associate and instructor in the Florida State University Leadership Learning Research Center, teaching undergraduate and master's courses based in technology and leadership. She is also an independent leadership speaker, educating students, higher education administrators, and faculty around the globe on digital leadership curriculum. For the third year in a row, she has been named to the “Top 50 Must Read Higher Education Technology Blogs” by Ed Tech Magazine, blogging at

www.josieahlquist.com

.

Lisa Endersby

is a doctoral student exploring professional development in online communities of practice at the University of Windsor. She is past national chair of the NASPA Technology Knowledge Community. Among her numerous publications and presentations is a recent chapter in Leadership 2050: Critical Challenges, Key Contexts, and Emerging Trends, by the International Leadership Association (ILA). Lisa is also coeditor of “Pause for Pedagogy,” a monthly article series in the ILA newsletter exploring innovative pedagogical practices and strategies in leadership education.

1

The authors present an overview of the historical trends in and current state of technology in leadership education (P–20), including the influence of related platforms, tools, and theories.

Remixing Leadership Practices with Emerging Technologies

Edmund T. Cabellon, Paul Gordon Brown

With the introduction of digital and social technologies, information and ideas are now more easily shared and spread than ever before. With the click of a mouse or the touch of a screen, individuals can connect with others, organize for change, and spread their ideas and information with relative ease. Given these new affordances and abilities provided by technology, the landscape for leadership is changing and the world needs leaders who are conversant in and can adapt quickly to technological change. Leadership and related educational programs have an important role to play in developing the next generation of digital leaders, but these programs can be effective only if the educators themselves understand the complexities of leadership in a digital age.

Educators are increasingly recognizing the importance of digital tools and spaces in accomplishing the goals of leadership education programs designed for students. For example, some programs include the use of multimedia content, electronic portfolios, mobile websites, and applications (Dalton, 2007). Additionally, other leadership programs use social networking sites to engage students in ongoing conversations or prompted discussions (Ahlquist, 2015). The deployment and use of digital tools in leadership has grown over the past decade. Educators are also increasingly taking a more positive stance toward technological integration, framing technology in a more balanced way by recognizing technology's challenges and benefits (Lederman & Jaschik, 2013). Although these shifts are positive, further work can be done to ensure current and subsequent generations of leaders are competent in the use of digital and social technology tools.

Leadership education requires a new set of knowledge, competencies, and skills in light of societal changes brought on by technology. It is a fallacy to assume that just because young leaders have grown up using digital and social technologies that they are necessarily savvy in its use toward goal-driven ends (Harvard Business Review, 2010; Spitzer, Morel, Buvat, & Subrahmanyam, 2013). All students, and emerging adults in particular, require a new set of competencies and skills in order to be effective leaders (International Society for Technology in Education [ISTE], 2007). Additionally, educators must also develop skills in order to engage with students and develop programs that are relevant in today's increasingly digital contexts (ACPA: College Student Educators International & NASPA: Student Affairs Administrators in Higher Education, 2015; ISTE, 2007).

This chapter makes the case that the use of digital and social technology in education is no longer optional, but necessary in order to develop effective leaders. This chapter provides an overview of technology's influence on students and educators; important knowledge, skills, and competencies needed by both groups; and specific tools and suggestions for their deployment in educational environments. The chapter concludes with recommendations on how to be an effective leadership educator in light of current technology trends.

The Impact of Technology on Leadership Education

Throughout this volume, the authors discuss the various impacts of digital and social technology on students, educators, and educational practice as it relates to leadership. To set the stage for this discussion it is important to understand the complexities of how technology affects these groups. Youth are confronting issues related to an altered learning and developmental environment, issues of reputation management and identity, and how to be effective digital citizens. Educators are confronting shifts in pedagogical approaches, issues of technology accessibility, and a need for additional training and professional development.

Technology's Influence on the Student Experience

As a result of technology's pervading influence in contemporary life, today's students must navigate a significantly expanded and different world than their predecessors did. Educators looking for research on how technology affects the developmental and learning experiences of student leaders will find a literature that is relatively new and evolving. A number of researchers, however, are beginning to examine these areas—including issues of digital identity, reputation, and civic engagement (Ahlquist, 2015; Brown, 2016; Eaton, 2015; Gismondi, 2015). In addition to learning and development, technology is revolutionizing the tools that student leaders use to organize, communicate, and establish and maintain relationships (Gismondi, 2015). Much of this technological change centers around social media and related social technologies. Given the intimacy of social technologies and the human experience, educators should be cognizant that an altered learning environment may affect issues of student learning, development, and identity construction—a topic discussed further in Chapter 4.

Contemporary student leaders are confronted with more complex issues of reputation and impression management than their predecessors (Ahlquist, 2015; Brown, 2016; Qualman, 2015). Social media, in particular, play a significant role in raising the public profile of all students in a way that extends beyond the physical boundaries of a traditional campus. Although students in formal leadership positions have always experienced being watched more closely than their peers, social and digital media amplify the effect (Qualman, 2015). When a student leader makes a mistake online, it can quickly spread across campus in a matter of minutes and potentially be picked up by local, national, and international news outlets. Quick searches for college students behaving badly online will result in stories of students who were fired from internships, fraternities that were suspended, and student athletes who had draft potentials revoked (Qualman, 2015). As a result of this change, student leaders need to be more cognizant than ever about their reputation and how their actions reflect on the groups of which they are a part (Qualman, 2015).

Contemporary students are also confronted with a world in which civic engagement and social action are intertwined with digital environments. Education for “digital citizenship” is increasingly important in order to best prepare students for engagement in civil society. Digital citizenship calls for students to “understand human, cultural, and societal issues related to technology and practice legal and ethical behavior” (ISTE, 2007, p. 2). Digital citizenship goes beyond the mere understanding and use of digital tools and highlights the importance of teaching leadership behaviors within the contexts created by these tools. Digital citizenship education can include skills such as how to interact civilly online by posting and responding to feedback appropriately and how to responsibly share and consume more reliable news and information sources. These competencies are addressed later in this chapter and in detail in Chapter 3.

Technology's Influence on the Educator Experience

Alongside students, educators confront a unique set of challenges and issues related to the increasing prevalence and centrality of technology in society. Technology's influence requires a shift in pedagogical approaches—both inside and outside of the classroom. Within the classroom, higher education faculty have experimented with “flipped classrooms” by asking students to watch prerecorded lectures and review presentation slides before class, in order to devote in-classroom time to group project work, discussion, and knowledge application (Kim, Kim, Khera, & Getman, 2014). Increasingly, students take courses that are entirely online or in hybrid formats blending online coursework with physical classroom seat time (Bowen, 2013). As a result of these changes, some institutions have initiated mandatory laptop purchase programs for their students to ensure all of those who are enrolled have the necessary devices and software to fully participate (Kay & Lauricella, 2011). Intentional participation in online and hybrid courses has generally shown a positive relationship between the use of these technologies and student engagement (Chen, Lambert, & Guidry, 2010).

Within the high school context, teachers have used social media tools, such as Twitter, to extend classroom discussions outside of the bounds of classroom seat time (McWilliams, Hickey, Hines, Conner, & Bishop, 2011). The use of technology extends to elementary schools where teachers have added the use of tablets to keep their students engaged through electronic activities augmenting the formal curriculum (Ditzler, Hong, & Strudler, 2016). Technology is affecting and shifting pedagogical practice across all educational levels, yet traditional paradigms remain dominant (Bowen, 2013).

Although technology use and experimentation is on the rise, access to technology remains a crosscurrent and barrier to its integration into educational environments. In elementary and high schools, limited funding can prevent administrators from building a technology infrastructure—including WiFi access points, computer labs, and software (Hassan & Geys, 2016). Within higher education, there are often more resources dedicated to technological infrastructure, but commuter and adult populations may be constrained by a lack of Internet access at home—a challenge to educators using learning management systems and other technologies (Brown, Wohn, & Ellison, 2016). Device access compounds these issues. Because educators teach students from a variety of socioeconomic backgrounds, many of these students may have varying access to tablets and computers (Bowen, 2013). This “have and have not” paradigm creates inconsistencies when developing opportunities for formal education across digital platforms.

Finally, educators across all educational levels lack the professional development necessary to keep up with demands for digital technology integration. Even if a college or school has the resources to purchase software, they may nevertheless lack the proper staffing and infrastructure to fully implement and support the software (Roberts-Mahoney, Means, & Garrison, 2016). Additionally, as educators comply with federal and state mandates on standards and testing, teachers must devote preparation time and adopt pedagogies to “teach to the test” rather than experiment with the use of digital technology. In order to be effective teachers using digital tools, a more integrative approach to incorporating digital tools topics is necessary.

Technology Knowledge, Skills, and Competencies for Student Leaders and Educators