Leadership of information technology for teacher education: a discussion of complex systems with dynamic models to inform shared leadership

Abstract

Educational systems around the world are changing rapidly in response to the technological and economic restructuring that is sweeping our societies. Teacher educators who have adopted information and communication technologies (ICT) are often cast in the role of agents of change to lead education's response with the promise and potential of technology. However, the complexity of the interacting educational systems in which teacher educators work is demanding and bewildering at times. These leaders can benefit from a set of dynamic models through which to interpret, experience, and inform their vision so that ICT may serve education and today's diverse societies. This article discusses two dynamic models that have proved their value to the author over a decade. The key concepts and characteristics of complex systems and dynamic models to promote appropriate shared leadership of information technology (IT) in teacher education are illustrated by experience and related research to improve the effectiveness of IT in teacher education. Complex systems, as characterized by Paul Cilliers (1998), are used to provide an overarching dynamic model. The aim is to inform our shared leadership of this important aspect of educational systems worldwide. The article ends with an invitation to comment and critique this novel approach