By Eric C. K. Cheng
This booklet introduces the applying of information administration (KM) theories, practices, and instruments at school association for sustainable improvement. faculties in Asia Pacific have lengthy confronted numerous demanding situations when it comes to sustainable improvement below the schooling reforms and curriculum reforms to fulfill the calls for of an information society. faculties are necessarily anticipated to advance human capital for the information society in the aggressive international financial system, and to have interaction with its coverage atmosphere and know the way to leverage pedagogical wisdom. The excessive pace of enlargement swap and growth of data have dramatically impression the improvement of flexibleness of instructor and college works. the character of instructor paintings turns into more and more much less regimen, extra analytical, and disruptive but frequently include a feeling of urgency and want to be extra collaborative. academics not just require information and knowledge, but additionally wisdom and event of person, additionally they have to collaborative activity execution, selection making and challenge fixing. assisting college leaders and lecturers to regulate their wisdom and develop into “know how” to deal with the swap is necessary.
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Additional info for Knowledge Management for School Education
Knowledge management in education: enhancing learning and education. London: Kogan Page. Schechter, C. (2008). Organizational learning mechanisms: The meaning, measure, and implications for school improvement. Educational Administration Quarterly, 44(2), 155–186. References 23 Snowden, D. (2002). Complex acts of knowing: Paradox and descriptive self-awareness. Journal of Knowledge Management, 6(2), 100–111. Stewart, T. A. (1997). Intellectual capital: the new wealth of the organization. London: Nicholas Brealey.
Experiential learning: experience as the source of learning and development. Upper Saddle River: Prentice-Hall. , & Wenger, E. (1991). Situated learning: legitimate peripheral participation. Cambridge: Cambridge University Press. Leung, C. H. (2010). Critical factors of implementing knowledge management in school environment: A qualitative study in Hong Kong. Research Journal of Information Technology, 2(2), 66–80. Lewis, C. (2002). Does lesson study have a future in the United States? Nagoya Journal of Education and Human Development, 1(1), 1–23.
The engagement involves all kinds of relations, conflicting as well as harmonious, personal as well as political, competitive as well as cooperative. These engagements are what Wenger defined as participation (1998, p. 56). This finding reflects that the Learning Study experience was more than just a project team. Teachers’ mutual engagement fosters their commitment of time, energy and perhaps something of themselves. Their experiences in knowledge sharing, to different extents, were intertwined with their interpersonal experiences and relationships.