Assignment 6.1: forum discussion - Essay Example

Part Focus question - identify areas… I believe that human life is a long journey of learning and whether one wish to learn lessons from it is a personal choice. Acquisition of knowledge is broadly based on widely distributed network of human relationship with respect to its environment. Indeed, it can be said that learning is a social construction process (Brown and Duguid, 1991). On a personal basis, learning is set up at different level of human interaction. While traditions and religious beliefs are hierarchical in nature and are imbibed through knowledge passed on from generations to generations, the academia has been a mixture of hierarchy and network of information.

But in the current times, continuous learning through networked knowledge has not only become a norm but a professional necessity!The most intriguing fact is that knowledge is difficult to define but its presence in our life complements and supplements our existence. In fact, the most interesting aspect of knowledge is that whether we want or not, we have the choices to imbibe, cultivate, facilitate, use, misuse and so on. The ideas, thoughts, opinion, etc. are but various formats of knowledge that are applied in our everyday life.

The concept of knowledge itself has wide ranging ramifications and impacts every facets of our life. It provides one with limitless opportunities to exploit and therefore it cannot be confined to a slot. Thus, one can say that networking of different organizations facilitate innovation and learning processes (Cohen and Levinthal 1990).Part 1 Focus question – as an education leaders… Change is intrinsic part of life which can be easily observed through evolving database of knowledge that is accrued over time and utilized through its application in all areas of mutual interest.

So as an educational leader, I foresee huge scope of opportunities and growth in the changing system around us. The rapid globalization and advancing technology have greatly influenced all aspect of our lives and makes it vital for us to incorporate the changes and evolve with time. Educational leadership motivates and encourages students who are crucial part of nation building processes. Indeed, educational leadership is seen as the most important tool to contribute towards the successful implementation of the changes.

The roles and responsibilities of a teacher are multidimensional. “The diversity, complexity, and changing nature of basic learning needs of children, youth and adults necessitate broadening and constantly redefining the scope of basic education” (UNESCO, 1995). Thus, it is important for students to adopt changes in curricula and apply the same in their personal lives. Model program’ of West Springfield High School, Virginia is a scintillating example of introducing technology for making ‘intelligent judgments’ (Alukonis & Setter, 2008).

Technology has greatly facilitated knowledge platform and widened its scope for one and all, including students and education curricula. Beaudoin (1998) asserts that digital revolution has provided people with vast options of acquiring knowledge and obtaining higher level of academic and professional excellence. The social networking of knowledge has become the most desirable aspect of current education system. I can therefore conclusively state that I would use technology in the classroom that will promote interest and lively interactive skills.

(words: 527)ReferenceAlukonis, J.T. ; Settar, Scott. (2008). Model Program: West Springfield High School, Virginia. Technology Teacher, 67(6), 33-36.Beaudoin, M. (guest editor & interviewer). (1998). Interview: speaking personally- with Ray McTarnaghan. The American Journal of Distance Education, 12 (2).Brown, John S., and Paul Duguid. (1991). Organizational learning and communities-of-practice: Toward a unified view of working, learning, and innovation. Organization Science, 2: 40-57.Cohen, Wesley and D.

Levinthal. (1990). Absorptive Capacity: A New Perspective on Learning and Innovation. Administrative Science Quarterly. 35: 128-152. UNESCO. (1995). Retrieved from: