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Locating Leadership: The Blind Spot in Alberta’s Technology Policy Discourse

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Published: 2011-09-18

Author

Charmaine Brooks

Keywords: Alberta; Canada; 1990-2010; provincial education policy; critical discourse analysis; 21st century learning; leadership

Abstract

Over the last 20 years, technology and education policy discourse in Alberta, Canada has been philosophically polarized and dominated by value-neutral ways of thinking about technology (Brooks, 2011). While technology policy implementation has significant ramifications for schools and systems, for much of this time, system leaders, specifically the College of Alberta School Superintendents, (CASS), did not engage the discursive circle. This paper identifies a probable rationale for the historic lack of engagement in technology and education policy by CASS. Concluding discussion offers reasons for and early impacts of CASS’ first formal move into provincial technology policy discourse System Leadership for Learning Technology Success.

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Author Biography

Charmaine Brooks
Charmaine Brooks recently defended her doctoral study: Education and Technology Policy Discourse in Alberta: A critical analysis at the University of Alberta. Her research interests include professional development, technology, leadership and change processes.
PDF

Published: 2011-09-18

How to Cite

Brooks, C. (2011). Locating Leadership: The Blind Spot in Alberta’s Technology Policy Discourse. Education Policy Analysis Archives, 19, 26. https://doi.org/10.14507/epaa.v19n26.2011