Empowering Students’ Educational Leadership Through Digital Literacy and Social Emotional Learning

Ahlem Chelghoum
University of Badji Mokhtar, (LIPED), Annaba, Algeria
Hanane Chelghoum
 University of Abdelhamid Mahri Constantine 2, Algeria

Abstract

In this digital era, globalisation and the rapid development of technology have deeply leveraged education. This leads to a disconnection between the teachers’ traditional teaching strategies and the 21st century learners’ expectations. This also creates more challenges to educators since technology is continuously evolving. This research tries to highlight the role of digital literacy in education and attempts to raise the teachers’ awareness of the importance of shifting from the traditional teaching approaches into the 21st century learning environment, which emphasises the learners’ involvement in the teaching-learning process. Nowadays, literacy does not only acquire the mastery of reading and writing, but also being able to use computers and various types of software, i.e. digital literacy. Thus, this research study is intended to develop the students’ achievement in and out of school through combining social-emotional learning approach and digital literacy. The major motive towards the use of this strategy is to enhance the students’ educational leadership. This gives the students the abilities to focus their energy on education to be good leaders in the future and meet the market demands. It also helps the students to promote their competencies and skills, namely: collaboration and sharing, communication and interaction, critical thinking, creativity, and above all leadership. Therefore, a study is conducted at the University of Constantine to explore to what extent this approach can be fruitful. It is based on teaching leadership by providing online spaces and interactive projects for students to encourage them to lead in real life situations. Since the 21st century community places more importance on leadership skills, a group of third year students, from the department of English and the department of Management, constitutes the participants of this study, in which they work in collaboration to lead projects and to be able to achieve their goals in the labour market after school.

Key words: Leadership, digital literacy, SEL (Social Emotional Learning), Online Projects, competencies.

  1. Introduction

Technology has become more and more predominate in our lives. Its continuous evolvement increases the adoption of technology in education. This has not only changed the way the students learn, but also the way the teachers teach. The importance of technology in the classroom is now universally recognised. This makes researchers and educators put more emphasis on the use of technology to maximise the students’ achievement. Therefore, the embedment of digital literacy in the classroom is very crucial. However, the greatest challenge most of the educational inattentions are currently facing is to choose the effective way to embed digital literacy in all levels, taking into account both the learners and the teachers. [ CITATION Kar11 \l 1036 ]. Moreover, by embracing a social emotional learning approach, we are setting our students up for a successful life after school, and preparing them to be effective leaders. For this reason, this research paper tries to raise the teachers’ awareness towards the importance of digital literacy and their benefits in education to be used as a springboard. It also tries to develop the students’ digital skills and leadership qualities. Another objective of this study is to shed some light on the role of social and emotional learning approach in fostering the students’ achievement and leadership. In other terms, it attempts to help the students work successfully in teams and, hence, develop a sense of collaboration and interaction inside and outside the classroom.

  1. Review of Literature

The vast majority of institutions nowadays are emphasising two important skills: communication and collaboration. Basically, it concerns the ability to be clear and effective in highly diverse populations, i.e. to communicate freely and to collaborate efficiently in the global world (Center, 2010). Even though education is more concerned with communication at the level of speaking, writing and reading, a need for more enhanced communicative skills at a broader level in society seems inevitable. In other words, the learners need to be aware of the good use of communication for several purposes, and by means of different instruments including media and technologies (Center, 2010). Therefore, knowing at least the basics of digital literacy and educational leadership is very essential.

    1. Digital literacy

Information and communication technologies (ICTs) have reformed modern life, in general, and education, in particular. This increases the importance of digital literacy which comprises a set of skills. Not to be confused with computer literacy, digital literacy goes far beyond just using computers. It also includes using digital media, social networks, information processing and sharing of knowledge. It is believed to functions as a ‘catalyst’ allowing the users to improve their skills in a variety of domains (Karpat, 2011).

Digital literacy is defined as the skills related to the ability of using technology. It allows the users to find, evaluate, organise, and communicate information in addition to solving problem in technology-rich environments (Leu, Kinzer, Coiro, Castek, & Henry, 2013). For instance, the amount of information available online is ‘unfathomable’. This makes it very complicated to internet users. Thus, a digitally literate person is the one who is able to locate, analyse, and evaluate the reliability and accuracy of online information (Coiro, 2014). Technology tools and Medias are ubiquitous out of schools. For this reason, getting rid of the classroom boundaries and opening the door to change is indispensable. In other words, schools need to reshape the learning environment via the integration of digital literacy tools (Rivoltella, 2008).

Digital literacy is not only the ability to use various technological tools (practice), but it is also having the basic knowledge about these tools, i.e. shape, components, function, etc. and critical thinking, as well as social engagement (proper online behaviours) (Promethean, 2017; Tang & Chaw, 2016). Digital literacy permits individuals to communicate and learn through multiple ways. It does not only develop students’ communication and collaboration. It raises their motivation and engagement to catch up with the rapid development of technology and develop their 21st-century skills, contributing in their preparation for future careers (Johnson & Sadaf, 2017).

Digital literacy skills are also considered as a workforce preparation activity. Those who are digitally literate are more likely to be secure when they face the market since many jobs require a full knowledge of computers and the use of Internet to perform different basic tasks. That is to say, digital literacy enhances the learners’ experience and their employability (Knight, 2011).

Figure 1 Core Skills of Digital Literacy (Promethean, 2017)

The term ‘digital literacy’, like an umbrella, covers a set of skills such as social engagement, critical thinking, and collaboration. Digital literacy encompasses ICT literacy, technological literacy and information literacy (Karpat, 2011).

As previously stated, the key components of digital literacy are: Information assessment, management, evaluation, integration, creation and communication in a web-based interface. These skills are related to the basic competences of the learners (Karpat, 2011).

    1. Educational Leadership

There are many definitions of leadership. However, the majority of definitions of leadership imply that it consists of actions that help a group of learners to complete a task/assignment successfully and maintain a good relationship within its members. For instance, Yukl (2013) states “Most definitions of leadership reflect the assumption that it involves a process whereby intentional influence is exerted over other people to guide, structure, and facilitate activities and relationships in a group or organization” (Yukl, 2013, p. 2). Leadership is, hence, the capacity to influence, inspire, and connect a group of people to accomplish a particular goal. Accordingly, it involves the ability of the members of a large community sharing the same interest, to inspire the others and reach a common target. (Center, 2010). Earley and Weindling simply put that “leadership is a process of influence leading to the achievement of desired purposes. It involves inspiring and supporting others towards the achievement of a vision for the school that is based on clear personal and professional values” (Earley & Weindling, 2004, p. 5).

There are six dimensions of leadership that are connected to the students’ positive results namely: (1) establishing goals and expectations, (2) strategic resourcing, (3) planning, (4) coordinating and evaluating teaching and the curriculum, (5) promoting and participating in teaching learning and development, and (6) ensuring an orderly and supportive environment. The more focus is devoted to these dimensions, the greater the influence is noticed on the learners’ outcomes (Robinson, Lloyd, & Rowe, 2008).

Referring to the role of schools in developing the learners’ competencies, Duignan points to the responsibility of schools in preparing the students to future situations that are mostly far from the passing tests that they focus on (Duignan, 2007). These tests make the learners less prepared in real life situations (Starrat, 2004 as cited in Duignan, 2007). There is a need to prepare, guide, train and build up leaders in the school, supported by out-of-school activities. Integrating ICTs within leadership activities is also beneficial. It should eventually be incorporated in an array of schooling areas namely: leadership and vision, learning and teaching, productivity and professional practice, support, management and operations, assessment and evaluation, and finally, social, ethical and legal issues (Karpat, 2011).

Figure 2 Aspects of leadership (Management Principles – Overview, 2018)

The Principles of Leadership can be summarised as follows:

  • Vision, which builds an overall picture of the involved team in achieving a desired goal.

  • Relationships represent an important principal in leadership. Positive relationships with people are the key to successful leadership.

  • Clear Expectations including respect, patience, trust, attendance, and hard work.

  • Communication is one of the fundamental characteristics any leader should have. It concerns talking, leading, and most importantly, listening.

  • Team Work, Service, Accountability and Learning are also primary elements of leadership (Carter, 2012 )

Leadership has many theories that any leader follows to lead a team. These theories are grouped in the work of Bush and Glover (2003 as cited in Earley & Weindling, 2004). These theories are displayed in the following table:

Figure 3: Theories of Leadership

    1. Social Emotional Learning

Social and emotional learning, usually referred to as SEL, is defined by Elias et al., (1997) as follows:

Social and emotional competence is the ability to understand, manage, and express the social and emotional aspects of one’s life in ways that enable the successful management of life tasks such as learning, forming relationships, solving everyday problems, and adapting to the complex demands of growth and development. It includes self-awareness, control of impulsivity, working cooperatively, and caring about oneself and others (Elias, et al., 1997, p. 2).

In other words, it is the process through which the students learn how to effectively apply the knowledge, attitudes, and skills necessary to understand and manage emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships, and make responsible decisions. For instance, when the students work on team projects, they learn how to deal with their thoughts and resolve conflicts. They learn how to collaborate and communicate. This kind of cooperative work is called ‘social and emotional learning’ (SEL). Instructors boost their students’ social and emotional skills through structural and instructional learning experiences (Elias, et al., 1997).

The core SEL competencies, as shown in figure 4 are:

  1. Self-awareness : Identifying one’s feelings and thoughts. It also involves self-esteem and self-efficacy.

  2. Self-management : Regulating one’s feelings and behaviours. It involves self-motivation and stress management.

  3. Social-awareness : considering others, including cultural diversity.

  4. Relationship skills : maintainging good relationships within groups or larger communities. This mainly includes communication, social engagement and teamwork.

  5. Responsible decision-making: it concerns one’s choices towards a specific problem

(CASEL, 2017)


Figure 4 SEL Competencies ( adopted from CASEL, 2017)

    1. Management

The 21st century and particularly career life tries, nowadays, to spotlight on the ability of individuals to work effectively within diverse teams carrying different culture, values and beliefs. In doing so, they need to be open-minded in order to effectively manage their projects to achieve their goals (Center, 2010). Management, by definition, is the process of reaching organisational goals by working with people using different resources through a series of related activities. In other words, to manage is to plan, to organise, to command, to co-ordinate and to control (Management Principles – Overview, 2018). As defined by Bush (2011, p. 1), “educational management is a field of study and practice concerned with the operation of educational organization”. Bush further adds that educational management needs to be highly connected to the objectives of education.

In brief, leadership and management can be efficient provided that schools set to achieve their objectives with regards to education and global economy. Explicitly, educators need to prepare their students with higher standards in order to catch up with the highly changing employability features (Bush, 2011).

  1. Experimental Design

In order to examine the effects of the social and emotional approach on the students’ achievement and leadership, an experimental design is chosen as the most appropriate one for this study.

    1. Participants

In this study, a sample of 25 students of third year BA is randomly selected. The size of the sample is limited due to the complexity of the experiments and its major objectives. In other words, in order to develop the learners’ leadership skills and sense of collaboration, the sample should not obligatory be bigger to be considered as reliable or representative. Within the participants of this experiment, 14 students are from the department of English, and 11 students are from the department of Management, University of Constantine, Algeria.

    1. Research Tools

In order to check the effectiveness of digital literacy on promoting the students’ educational leadership, an online course was delivered to the learners highlighting the basic elements that concerns leadership and management, preceded by a month of training on using digital technologies. The course was delivered on an online platform called “OpenLearning”, whereby the participants were able to communicate with the instructors and their classmates more practically and easily.

Another tool that is used in this experiment is a virtual project. The project consists of the realisation of a virtual 5 stars hotel in which the participants from both department (English and Management) work together as a team.

Figure 5 Screenshot of OpenLearning Platform

      1. Online Course: OpenLearning

As stated earlier, the students were taught how to use an online platform and an array of different software in order to realise the stated project, and work in collaboration.

The course was delivered to the students on the platform in both languages (Arabic and English), in which they were provided with lectures (guidance), instructions and different learning activities. This enables the students from different departments to share their work and knowledge in a highly engaging and friendly learning community.

      1. Objectives of the Course

The main objectives of the course are:

  • Promote interaction in a team environment.

  • Support and guide colleagues.

  • Develop skills required to manage projects effectively.

  • Apply knowledge (from learning activities) into a daily task from real life situations.

      1. Students’ Project

The students’ project consists mainly of:

  • Students from each department have selected particular tasks to achieve.

  • Students of Management did the market feasibility study of the project (the localisation, the competition, and touristic characteristics of the country/city), and the financial study (costs).

  • Students of English did the project marketing. They prepared advertisements and booklets of the hotel.

  • The technical feasibility study of the project was done by the whole team, in which they provided a whole description of the hotel (the number of chambers, the suites, the employees, the restaurants, the pools, the gardens, the conference room and other services).

  • They also provided the motives behind realising this project and the risks they may face.

  1. Major Findings

According to the obtained results and the authors’ observations, this study leads to conclude that through digital literacy, students were able to provide a successful virtual project (5 Stars Hotel) while creating a collaborative, motivating and inspiring team environment. The students have successfully completed the entire course learning activities and, hence, developed a deeper understanding of projects’ complexities, dynamics and team work interactions. In addition to that, the students have shown a significant effectiveness and creativity when working in a team project (SEL). In accord with Karpat’s views (2011), digital literacy has the potential to improve teaching and learning processes by making them more adaptive and interactive. It permits the learners to get access to and evaluate information easily. He asserts that teaching and learning processes is widely promoted through digital solutions, and various educational resources (Karpat, 2011).

  1. Recommendations

Based on the obtained results, this work gives some recommendations and implications that concerns digital literacy and educational leadership. First it recommends the integration of technology in the classroom and encourage students to develop their digital literacy skills.

Second, it suggests getting further insights into the digital landscape to develop the students’ educational leadership. Third, it encourages student-student collaboration, communication and interaction to foster their SEL competencies. Finally, it recommends preparing the students to enter the workforce as effective and digitally literate leaders through more training and practice.

  1. Conclusion

Digital technologies are developing surprisingly quickly. This increases the demands for digital leaders. Great leadership does not only rely on managing, but also on creating a sense of collaboration, and maintaining good relationships in a team. Thus, teachers should consider the use of different technologies in the classroom in order to help their students achieve their academic goals. This can be realised through the creation of challenging and more engaging activities under the shadow of SEL. Students, therefore, will be able to evaluate their knowledge, interact with others, and share ideas through a range of tools and be ready to meet the market.

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