1a: Vision

ISTE Standard for Coaches 1: Visionary Leadership – Technology coaches inspire and participate in the development and implementation of a shared vision for the comprehensive integration of technology to promote excellence and support transformational change throughout the instructional environment.

1a. Contribute to the development, communication and implementation of a shared  vision for the comprehensive use of technology to support a digital age education for all students.

My post Digital Education Leadership interrogates the meaning of leadership in education mean and explores how leadership in the intersection of writing and rhetorical competencies, pedagogies, and technologies can cultivate learner agency in an age of changing student identities and fast-paced digital innovations. The following guiding principles are suggested.

Guiding Principle 1: Foster the development of ethical maturity to build learning cultures characterized by trust, truth, and respect.

Guiding Principle 2: Apply the disciplinary and critical capacities of the humanities and education sciences to cultivate the use of technology for teacher and learner agency and equity.

Guiding Principle 3: Communicate and apply knowledge of current and emerging digital capabilities resulting in the effective and equitable design and use of learning resources, curricula and systems.

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How can strategic planners, instructional designers, and writing faculty conceptualize the broad range of technological competencies that impact digital-age higher education? My post Digital Readiness considers a framework for articulating student, teacher, and institutional digital competencies, then considers the factors involved in planning technology-rich learning environments that have equitable impacts on diverse students.

My report, Synchronizing a Multi Campus College: Meeting a Local Higher Education Challenge by Developing Institutional Digital Capacities, describes the unique identity of one community college, some aspects of its use technologies to respond to student needs and market demands, considers the impact of its responses to those demands on student learning by disaggregating student data, and suggests considerations for helping the institution achieve its goals in ways that are equitable for all students.