Pillars of Digital Leadership

Sheninger prefaced his book Digital Leadership with seven essential skills that
instructors must use in order to grow and be successful in the digital domain as teachers. He called these the pillars of digital leadership. They are communication, public relations, branding, student engagement/learning, professional growth and development, reenvisioning learning spaces and environments, and opportunity. (Sheninger and Yong, 2014).

Communication

The first pillar that Sheninger and Yong (2014) mention is communication. Any
endeavor that requires a collaboration will of course require all the parties involved to practice good communication. He emphasizes that communication is no longer a one street, but requires active participation by all parties involved (Sheninger and Yong, 2014). It keeps all parties up to date and invested in the project, rather than a one-way top-to-bottom approach that increases the chance that participants will disappear. As such, good communication ought to be practiced throughout the entire collaboration.

Public Relations

heninger and Yong (2014) emphasize that we want to tell our own story. This prevents
others from downplaying our achievements or even spinning them in a negative light, but also encourages others to use the strategies mentioned and to spread tools that work. It’s about sharing the positive and advocating one’s own program if it works. It motivates all parties involved and helps the participants be proud of the work they did. This skill ought to be utilized at the earliest possible opportunity and then continually as people make achievements.

Branding

randing is a way that we can make the participants invested and proud of the work they
have put into the collaboration. It doesn’t have to be big, but it should set the team apart. It gives the team an image and a goal. Digital tools can help build this brand and give everyone involved a sense of pride (Sheninger and Yong, 2014). Because of this, branding should happen early in the collaboration process, preferably the first thing that happens.

Student Engagement and Learning

All the tools discussed has to be for the benefit of the student. Teachers ought to practice
student centered learning because if they don’t, then what is the point of teaching? Ferriter (2011) discusses this in his article and emphasizes that despite the tools that teachers are given, they have to understand what that tool gives them and what benefit it has for the student. If students aren’t engaged or learning, then something needs to change. This process is iterative as it requires constantly evaluating the process and then making fixes as required and is therefore needed throughout the entire process.

Professional Growth and Development

With the tools provided in this digital age, teachers are no longer isolated (Sheninger and Yong, 2014). Teachers can develop themselves and grow and share their success stories with others around the world. It adds to the credibility of that instructor if they do so while also arming them with tools to overcome new and challenging scenarios. The nature of growth and development makes this a constant process if done correctly and should be continually practiced.

Reenvisioning Learning Spaces and Environments

Sheninger and Yong (2014) share that as teachers learn how to effectively use the digital
tools available to them, then they have to start viewing the learning space differently. It is no longer just a classroom with four walls, but rather a worldwide classroom without borders or limits. Though this can be overwhelming, it also removes a number of restrictions placed on traditional schools and allows the instructor to continue teaching outside of the classroom and without actually actively teaching if used correctly. This vision should be in place earlier rather than later if digital tools are to be used to help the classroom adjust and leverage these tools.

Opportunity

Most of the skills that Sheninger and Yong (2014) discuss are iterative in nature and
opportunity is no different. Once the teacher has a taste for what technology can do, it is then incumbent on the teacher to seek new ways to improve existing programs or to find new tools to improve instruction (Sheninger and Yong, 2014). Seeking for opportunities starts day one and should never stop.

Conclusion

A great Teacher once said, “And whosoever will be chief among you, let him be your
servant.” (Matthew 20:27). This is not to place teachers on a pedestal, but rather it should remind all those that instruct that they have an obligation and a solemn duty to serve those they teach. They have critical knowledge to pass onto students. Teachers, as servants, also lead their classrooms, and therefore must have a vision for where they want to take their students. Teachers must therefore look for way to be more efficient and effective in this day and age and work smarter, not harder, in order to give the student what they need.

References

Ferriter, W. M. (2011). Digitally speaking / good teaching trumps good tools. Teaching Screenagers, 68 (5), 84-85.

Sheninger, E. C., & Yong Z. (2014). Digital Leadership: Changing Paradigms for Changing Times. Thousand Oaks, CA:Corwin.