I recently read this Education Week post by  Jill Berkowicz and Ann Myers titled We Have 21st Century Learners Who Need 21st Century Leaders.  I couldnt agree more. They go on the summarize the following:

"Essentially, the 21st century leader has to develop a renewed understanding of how children are learning now.  It isnt about using technology because it exists. It is about how the technologies of the world have already influenced how children are learning. Bringing a technology agenda forward with the intention of improving student understanding and demonstrated success is essential.  Leading the transition from 20th century to 21st century schools includes attention to the human toll it takes when such large changes are being required.  Ongoing professional development, constant review and analysis of successful attempts at the changes in learning opportunities and the increasing use of technology offer momentum."

The world has changed and technology has had a big impact.  As the world and our lives have become more connected and influenced by the evolving technology-rich landscape our learners in turn have become wired differently.  Not only are they engaged more outside of school then in, but in many cases they are constructing new knowledge, communicating, collaborating, and attempting to make sense of an array of media messages.  All of these examples are at the core of essential skill sets that most schools "want" students to possess, but many schools do a poor job of creating a culture that integrates them across the curriculum. Students deserve leaders willing who are willing to extend themselves beyond their comfort zones in order to create a culture that aligns with a new vision for learning.  This involves a leaders desire to take calculated risks, adapt, learn, and ultimately evolve in ways to break free of the status quo in order to create digitally rich environments that meet the needs of todays digital learners.

Image credit: http://inspiringtheact.org.au/event/unconventional-gas/

The number one responsibility and challenge for digital leaders is to create a relevant, meaningful, and authentic learning culture that allows students to create learning artifacts to demonstrate conceptual mastery. It also requires an open mind, vision, and strategic plan to allow students access to real-world tools to do real-world work. A common misconception is that you have to be "tech savvy" in order to be a digital leader.  Of course it helps, but it is not a necessity.  What is needed is a thorough understanding of what constitutes effective leadership and determining how these characteristics, skills, and practices can be improved and/or enhanced with a new mindset that views technology as a tool to support learning as opposed to just a frivolous add on.  Some of the most effective digital leaders, or just leaders for that matter, build capacity in others to move the change process further.  If you are a leader looking to do so, begin to have conversations with your teachers, and more importantly your students, to collaboratively create a system that works for learners as opposed to one that just acts to control them.

Societal changes as a result of technology now demand leaders to also look at how they perform other essential responsibilities to improve and move schools forward in the digital age.  The Pillars of Digital Leadership provide a practical framework for any leader, regardless of technological proficiency, to improve professional practice.  The tenets of leadership still apply.  It should also be noted that this isnt about giving us more to do in a time when it seems like more and more is being dumped on a leaders plate. The guiding question is how can we do what we do better to become more effective and efficient while becoming improved learners, collaborators, communicators, storytellers, and change agents.  If we look at the digital age as an endless era of opportunity to engage students in deeper, more relevant learning then the next logical step is to act.

We can no longer stand by idly while everything changes except for schools and learning environments. View this post as a call to action.  If you are a digital leader how will you help support, cultivate, and inspire others to follow a similar path? The Age of Information and Personal Learning Networks (PLNs) provides ample resources for any leader (classroom, building, district) to find success, not to mention my new book on Digital Leadership.  The challenge is to get those who do not value the role of technology in learning today, are not connected, or who are blinded by fear, misconceptions, or lack of knowledge on board.  Learners across the globe are counting on our success in this endeavor.  Are you up for the challenge?

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This post is the first in a series that will outline the foundational elements of my new book, Digital Leadership: Changing Paradigms for Changing Times.  It is set to be published by Corwin Press on January 14, 2014.  Currently there is a pre-publication discount of 15% for any orders before this date.  Over the next couple of weeks I will introduce what I have come to identify as the Pillars of Digital Leadership, a conceptual framework for leaders to begin thinking about changes to professional practice.  My book will focus on each of these elements as part of a change process. It will illustrate them in action through the work of practitioners and provide implementation strategies. 

Pillar #1 - Communication

If you were to look at the many characteristics that great leaders share, effective communication would be at the top of the list.  Abraham Lincoln, Winston Churchill, and Dr. Marin Luther King Jr. were great leaders who could transfer a message like no other.  Each was able to achieve success in part due to his ability to effectively communicate.  You would be hard pressed to identify an effective leader who was a poor communicator.  Communication serves to provide information, convey our vision, lay out the elements of a strategic plan, promote values, motivate stakeholders, and quell perceptions that are not accurate.  It is an art that combines inter and intra-personal skills with mediums to amplify an intended message. The art of communication has not changed, but the tools that we have at our disposal to deliver our message has.

Image credit: http://juntaedelane.com/category/articles/articles-articles/marketing-research/

As society has evolved, the way in which the world communicates and interacts has as well.  Digital leaders understand that technology provides a variety of pathways to initiate two-way communication with stakeholders.  Traditional means, such as newsletters and email, no longer suffice as cornerstones to a communications strategy.  Digital leaders seize upon the opportunity presented by digital tools (i.e. social media, mobile apps, video conferencing) to meet stakeholders where they are in order to convey a message and elicit feedback on initiatives.  In a world where access to and consummation of real-time information is the norm, digital leaders adapt their strategy to become more effective communicators.  

This is not to say that traditional means are no longer important elements of an effective communications plan.  They are, but digital leaders understand that the rise of mobile devices in particular has dramatically changed the way that stakeholders receive and access information.  The most effective communicators in society today are those that continue to develop and refine traditional means while leveraging digital tools to have a more profound impact. Whether you are a principal, superintendent, or teacher improving how you communicate plays a role in your success as an educator.  

Chapter 5 in my book takes a critical look at how digital leaders communicate. It places an emphasis on the work of Joe Mazza and how he has increased community engagement through a variety of communication strategies involving technology. After reading this chapter any educator regardless of his/her role will have a collection of tools, strategies, and ideas to take his/her communications to the next level.  Digital leaders use technology to engage stakeholders in conversations.  These conversations become the building blocks to create and support meaningful relationships based on the positive messages embedded in our communications.  To put it simply, without effective communication, there’s not effective leadership.

How have you changed your communications strategy in the digital age?

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The following is cross-posted at Laura Flemings blog titled Worlds of Learning.  Laura is the new media specialist at NMHS and  has been challenged to develop innovative ways to create structures to recognize informal learning of both teachers and students.

As a 21st Century Library Media Specialist, part of what I strive to do is to serve as an instructional technology resource for both educators and learners.  In my new position here at New Milford High School, I face the exciting challenge of reaching as many staff members as I could at one time.  I threw around many models in my head until I finally found one that seems right for us.   

I am proud to announce Worlds of Learning @ New Milford High School, a digital badge professional learning platform. The idea behind this platform is to provide professional learning with a pinch of gamification.  For some time now, we have been hearing about digital badges and how they can be used to guide, motivate, document and validate formal and informal learning.  In recent years, Digital Badges have evolved from what were originally static images, to a tool used for capturing and communicating knowledge. Badges can now contain critical metadata that reflects who is issuing the badge, who has earned the badge, the date upon which it was earned, and any relevant criteria for earning the badge.  Digital badges are flexible enough to be able to recognize granular skills that one acquires as well as an individual’s entire learning.   I designed the platform in WordPress using a plugin called BadgeOS  - through this plugin, I am able to easily define the achievements and organize the badge requirements. 

Worlds of Learning @ New Milford High School provides a framework to allow our teachers to earn digital badges through learning about a range of technology tools and applications.  The platform has been designed so that its resources will help to prepare our educators to fully leverage the potential for mastering digital age skills embodied in the ISTE NETs Standards for Teachers, as well as the seamless integration of technology addressed in the Common Core Standards.  After registering, teachers can earn badges by learning about a tool and then demonstrating how they have successfully integrated it into their instruction. Teachers must register to access all features of the site.   Once completing tasks and earning their badges, they can then showcase their knowledge by displaying their digital learning badges in a number of possible ways:

• By putting them onto Credly, the free web service for issuing, earning and sharing badges - Credly is a universal way for people to earn and showcase their achievements and badges. 
• By putting them on Mozilla OpenBadge.   
• By embedding them into their own sites or blogs and pushed out to their social networks. 
• The badges will also of course be showcased on the Worlds of Learning @ NMHS site.

As technology convergence and integration continues to increase generally in our society, it is paramount that teachers possess the skills and behaviors of digital age professionals. Educators should be comfortable teaching, working and learning in an increasingly connected global digital society.   The real aim of educational technology is to modernize pedagogy and to shape the education of the future. NMHS teachers will be able to take the tools presented in this platform and seamlessly integrate them into meaningful learning that addresses the standards in their respective content areas.

By flipping our professional learning, teachers will receive job-embedded coaching and will be supported by face to face, personalized support.    I will be available to collaborate with teachers on implementing these tools into their instruction as well as offering both face-to-face and virtual support and encouragement. This platform was not designed to be used as a formal evaluation tool.  Instead the purpose of this platform is to track, share, celebrate and be given credit for informal learning.

Teachers at New Milford High School document their learning journey throughout the school year so that it can be incorporated into Professional Growth Period (PGP) portfolios (that teachers present at their end-of-year evaluation conferences.  The PGP, created by our principal Eric Sheninger, was launched in New Milford High School in September of 2011.   As a result, every New Milford High School teacher has two to three, forty eight minute periods a week, to engage in growth opportunities of personal interest.  Each staff member has to create and present a learning portfolio at his/ her end of year evaluation conference.   This learning portfolio articulates how they integrated what was learned during this time into professional practice.  The badges teachers that earn will be a part of their year-long action plan goal. 

I hope that New Milford High School teachers will be able to benefit greatly from this sustained initiative because of the professional learning flexibility an online platform provides as well as it being a means to document and showcase the skills they have gained and  putting their learnings into practice in the classroom. With only a handful of badges available to be earned on the site at the moment, I will be adding to the list considerably all throughout the school year. 

Needless to say I am extremely excited about how Laura has risen to the occasion and created a model for a program that will acknowledge informal learning of teachers that is aligned to professional standards. Once we have this up and running the next challenge will be to set up something similar for students.  In the meantime please share your thoughts on Worlds of Learning @ NMHS.

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The now annual Digital Learning Day was set for Wednesday February 5, 2014. The only problem was that no one told the weather gods this.  As a result, the Northeast was once again hit with a huge winter storm, which came on the heels of one earlier in the week that dumped over 8 inches of snow.  This monstrosity brought more sleet and ice, which necessitated yet another day off from school.  

Image credit: http://www.edudemic.com/

Many of my teachers had specific activities planned for Digital Learning Day. Most schools and educators that suffered the same fate as us were probably demoralized by the fact that all of their planning was for naught.  This certainly was not the case for us at NMHS. Why might you ask? The answer is simple. For the past couple of years every day is treated as Digital Learning Day as we have moved to create a teaching and learning culture rich in authentic activities where students are engaged and take ownership of their learning. Below is a rundown of activities that were planned.  I have changed everything to the past tense, as there is no doubt in my mind that my teachers will follow through with these activities.  It is just what we do at NMHS.

• All students in Mrs. Chellanis Calculus, Pre-Calculus, and Algebra I courses viewed videos, utilized interactive apps on their cell phones, and employed the Socrative app on their cell phones to learn the content, understand its real-world applications, and foster and engage in class discussion.
• Ms. Chowdhurys students had been learning science mostly through taking notes and memorizing formulas while she was on maternity leave. In order for her students to start learning through the inquiry method starting from the middle of the school year, she needed to re-teach some concepts more effectively. She found a game website developed by a Rutgers University physics education program graduate called The Universe and More.  This website has amazing games that summarize most of the kinematics unit. Students often are not willing to learn the same concept twice thinking that they already know it. These games on the website are fun and challenging, and the students really have to understand kinematics in order to improve levels. Every next level is locked until they can pass the previous level. Some students may be inclined to guess to complete a level, but after a couple levels of guessing they will find a pattern to the guessing, which is really the goal of the game. This will help set the background knowledge for students to learn the next concepts of momentum, energy, electrostatics, etc.
• The Lance held (or will hold) the first ever live twitter chat party. Jelani Rogers wrote an article about the unique ways that students are inviting dates to prom ("promposals"). She posted a request using a specific twitter hashtag asking all NMHS students to tweet us their promposal pics along with a 140 character story of how it all went down. Responses are going to be incorporated into her article next week as a slideshow. 
• Mrs. Fleming collaborated with numerous NMHS teachers.  Dr. Asa-Awuku and the engineering class worked on creating innovative inventions using the Makey-Makey kits we have in our Makerspace.  Mrs. Beiner and her students went to the media center to work on molecular gastronomy. They learned how to follow a digital recipe and then later in the week will be making their own digital recipes. Mr. Groff and his students used Mozilla Thimble and HTML and CSS coding to create vintage historical newspapers. Mrs. Collentines class used TwitterMagnets to create original, creative sonnets.
• In Mrs. Vicaris Computer Apps and Business Strategy classes she showed students how to create a website using WIX.com.
• Numerous students always have the opportunity to work on IOCS projects and their virtual courses.

So what did you do on Digital Learning Day 2014? More importantly, how have you embedded digital learning consistently into your school culture so that every day students are engaged in authentic tasks and are empowered to take ownership of their learning?

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This post is the fourth in a series that will outline the foundational elements of my new book, Digital Leadership: Changing Paradigms for Changing Times.  It is set to be published by Corwin Press on January 14, 2014.  Currently there is a pre-publication discount of 15% for any orders before this date.  Over the next couple of weeks I will introduce what I have come to identify as the Pillars of Digital Leadership, a conceptual framework for leaders to begin thinking about changes to professional practice.  My book will focus on each of these elements as part of a change process. It will illustrate them in action through the work of practitioners and provide implementation strategies. To view the entire series click HERE.

Pillar #4: Professional Growth

Opportunities to grow professionally are pivotal to leaders in the digital age. However, the mounting pressure from ridiculous mandates as a result of the current education reform movement and massive budget cuts across the country, have made it a challenge to learn through traditional pathways. Without funding, many districts no longer allow leaders to travel to national/state conferences or even attend local workshops.  It is a shame that the growth of leaders, and all educators for that matter, is a trivial concern to districts and so called reformers, unless it is solely related to the Common Core, PARCC, SGO’s (in NJ at least), or a teacher/principal evaluation tool.  These are not the meaningful, rich, and relevant learning opportunities that leaders of today’s schools deserve or yearn for.

Image credit: http://www.edudemic.com/build-personal-learning-network/

The ever-increasing mandates at the state level impacting evaluation and curricular alignment to the Common Core have taken their toll as well.  To put it bluntly, leaders feel that they either do not have, or cannot find, the time to attend professional learning opportunities due to this tsunami of work that comes at the sacrifice of meaningful growth and development.  The pressure from education reform mandates is so intense that many leaders don’t even think twice about missing a day of school to learn as he/she is always thinking about the observations that could get done or the piles of paperwork that will be waiting upon their return.  Leaders should never feel that their learning and growth comes at the expense of mandates and directives that are not in line with a vision for preparing students to succeed in a digital world.

Fortunately digital leaders are not at the mercy of budget cuts or taking professional days to learn and get better.  They still can, but now have the ability to save time and money by harnessing the power of social media to learn anytime, anywhere, and from anyone they choose.  They are able to follow their specific learning passions by connecting with like-minded individuals. A connected learning model is empowering and ultimately creates a human-generated search engine for the most practical ideas and strategies being implemented in schools today.

Using the work of Lyn Hilt as a model, Chapter 8 will provide leaders with the knowledge and tools to create their own Personal Learning Network (PLN).   A PLN provides leaders with resources, knowledge, feedback, advice, support, friendships, and is a catalyst for self-directed learning.  The ability and ease to now engage in conversations with like-minded practitioners and world-renowned experts provides a meaningful and differentiated model for growth to improve professional practice.  For me, I love being able to ask a question on Twitter and then return hours later with an array of responses from all over the world. I also love being able to filter content based on my interests from a variety of information sources to one convenient location.

Digital leaders seize the opportunity to grow and learn like never before through a connected model of leadership.  To begin this journey check out some of these wonderful blogs that I highly recommend every educator read and follow:

• TeachThought
• Edudemic
• Getting Smart
• EdSurge
• Free Technology for Teachers
• Educational Technology and Mobile Learning
• Connected Principals

Another great way to start is to join the Leadership 3.0 community at edWeb for free. Now more than ever leaders need to take control of their learning.  How have you gone about creating your own PLN? What advice would you give to those leaders who are looking to begin this process?

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This post is the second in a series that will outline the foundational elements of my new book, Digital Leadership: Changing Paradigms for Changing Times.  It is set to be published by Corwin Press on January 14, 2014.  Currently there is a pre-publication discount of 15% for any orders before this date.  Over the next couple of weeks I will introduce what I have come to identify as the Pillars of Digital Leadership, a conceptual framework for leaders to begin thinking about changes to professional practice.  My book will focus on each of these elements as part of a change process. It will illustrate them in action through the work of practitioners and provide implementation strategies. To view the entire series click HERE.


Pillar #2 - Public Relations

If you don’t tell your story someone else will.  More often than not, when someone else tells your story, nine out of ten times, it is one that you don’t want told.  This is the reality for virtually every school leader.  In the past I feared and dreaded the roll of public relations as the typical situation played out time and time again.  No matter how much progress we made, or success we experienced, it was always that one negative story that would dominate the media coverage and sway public opinion.  I can vividly remember each news situation that completely blew things out of proportion and greatly distracted from the meaningful and significant work that was occurring on a daily basis.  

Image credit: http://smp4u.wordpress.com/author/jessicafelicekamm/

There is a fundamental problem with the mainstream media when it comes to public relations.  That problem is that they are a business.  In order to generate business they must create and promote stories that capture the attentions of their intended audience.  Make no mistake about it, the media wants and needs to make money.  When it comes to education the most controversial and negative stories are the ones that attract viewers and in turn generate revenue.  I dont know about you, but I grew quite resentful of the media in the past as they would be so quick to call my office to comment on a negative situation, but would not give me the time of day when I had a positive story for them to cover.  Sound familiar?

Thankfully this all changed in late 2009 as I discovered the power and value of using social media as a public relations tool.  I began to generate our own news related to New Milford High School and quickly learned of the many tools available that could be used at anytime from anywhere to tell our story.  In essence, I became the storyteller-in-chief.  As a result of the innovative work my students and teachers were engaged in, I discovered that there was an abundance of newsworthy content that my stakeholders craved.  Instead of reaching out to the media to cover these stories, we in essence became the media using mainstream tools such as Twitter, Facebook, YouTube.  As social media has evolved so too has our public relations strategy as we are now integrating Instagram, Pinterest, and Tumblr to tell our story.  

The end result is that the media now comes to us and/or follows our social media channels to capture our story. Since taking control of our public relations at NMHS in 2009, the NYC, CBS, and NBC affiliates as well as USA Today, USA Weekend, Education Week, and Scholastic Administrator have all reported on positive news stories.  I have literally lost count of additional media coverage, as it has become the norm.  It has also led to the establishment of professional relationships with reporters who want to tell accurate and positive stories about innovative schools.  

Chapter 6 in my book takes a detailed look at how digital leaders leverage available social media tools to enhance public relations. It places an emphasis on the work of John Carver and how he has become a public relations juggernaut for two different districts in Iowa. It also breaks down the strategies and tools that I use on behalf of my school to tell our story. Community and transparency are the bedrocks of public relations in the digital age.  This fact makes social media a natural fit.

How are you using social media for public relations?

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This post is the third in a series that will outline the foundational elements of my new book, Digital Leadership: Changing Paradigms for Changing Times.  It is set to be published by Corwin Press on January 14, 2014.  Currently there is a pre-publication discount of 15% for any orders before this date.  Over the next couple of weeks I will introduce what I have come to identify as the Pillars of Digital Leadership, a conceptual framework for leaders to begin thinking about changes to professional practice.  My book will focus on each of these elements as part of a change process. It will illustrate them in action through the work of practitioners and provide implementation strategies. To view the entire series click HERE.

For this post I decided to turn to Trish Rubin, my education branding expert whose work and insight I highlight in Chapter 7 of my book.  Below are her thoughts on the importance of branding in education.  She has coined the term BrandEd as a means to impart the importance of leaders to establish a positive brand presence.  This specific chapter of the book will look at the role of social media in this process. 

Pillar #3 - Branding

Todays school digital leaders get excited about bringing business tools into their school organization. What I call being a BrandED leader is one foundational way to enrich school management in a digital age. Branding is a tool that has been part of strategic business plans for years. Brand attracts attention and influences audiences. A school brand needs to be positive and crafted to convey purpose. Bringing the process of BrandED thinking into the schools plan transforms and energizes.

Image credit: http://blog.creatinemarketing.com/blog/bid/181385/Do-You-Need-a-Social-Media-Education-to-Execute-A-Social-Strategy

A school leader can create a more connected community by leading the charge to develop a school brand. Private school and college leaders have used brand thinking for years to message their faithful communities. They know the value of a clearly communicated school brand and have benefited from the support of a well-defined brand in political and economic ways. Bringing this thinking into your role as a leader isnt just about style, its about substance. A strong Brand identity leads to better communication and influence, and in our digital world, influence can be gained at the stroke of a keyboard. Lead your stakeholders to purposefully create a deep identity for your school that uniquely defines the character of the institution.

It’s a do it yourself world, and you can do this without a Madison Avenue advertising firm. Building a school brand is a serious element of school business.  In our noisy digital world, clearly communicated identity is the key to the positioning of your school’s consistent positive presence.  A brand benefits a schools profile and even its purse! Lead your school to BrandED success by identifying the “ROO” (Return on Objective) that brand brings.  Lay out a short plan involving all stakeholders to build the unique school identity. Start by defining your own personal brand as you lead the process. Be open about the shift to brand thinking. Explain why you are investing in educational brand.

Schools must clearly communicate a consistent brand message to their stakeholders to reach standards.  This can be done using myriad communication channels, in real time and online. Your school brand may even come down to one word. Making a Brand facilitation plan is your first ROO target as a BrandED leader. Reputation management of any product or service is key to keeping faith with a loyal audience and brand is about trust and reputation.  Build a BrandED identity, and then set the next ROO: share that identity in a busy information age. Successful BrandED schools are proactive, despite the pressure of the daily digital scrutiny of their audiences. A strong brand grounds communication in what matters most to the school. Positioning a school for success starts with a leaders confident steps toward a BrandEd plan.

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If you haven’t noticed, I have been a tad bit excited over the past couple of weeks leading up to the release of my new book.  This is something that I could have never dreamed of prior to social media as I felt that writing was definitely not my strong suit.  Social media not only helped me find my voice, but it helped me find the voices of so many passionate and amazing educators from across the country and globe. Surrounding yourself with smart people willing to share could possibly be one of the best decisions you could make whether as a leader, educator, or learner.  Almost every chapter of Digital Leadership: Changing Paradigms for Changing Times opens up with a vignette that illustrates specific characteristics, behaviors, skills, and mindsets in action.  

The Pillars of Digital Leadership

Here is a breakdown:

• Forward – Some wisdom from the great Yong Zhao.
• Preface – What is digital leadership?
• A Day in the Life of a Digital Leader - Summary of what a typical day for me looks like at New Milford High School.
• Chapter 1: The Evolving Educational Landscape 
• Chapter 2: Why Schools Must Change (Pam Moran)
• Chapter 3: Keys to Leading Sustainable Change (Spike Cook)
• Chapter 4: Leading With Technology (David Britten)
• Chapter 5: Communication (Joe Mazza)
• Chapter 6: Public Relations (John Carver)
• Chapter 7: Branding (Trish Rubin)
• Chapter 8: Professional Growth and Development (Lyn Hilt)
• Chapter 9: Increasing Student Engagement and Enhancing Learning (George Couros, Patrick Larkin)
• Chapter 10: Rethinking Learning Spaces and Environments (Dwight Carter)
• Chapter 11: Discovering Opportunity (Robert Dillon)
• Chapter 12: A Call to Arms (Peter DeWitt)
• Appendix: A collection of reproducibles and resources

Their voices and stories, as well as the work of so many other practitioners mentioned throughout the book, will help guide any educator looking to initiate meaningful change in the digital age.  This is not about bells and whistles or smoke and mirrors tactics to preserve the status quo, but rather a systematic approach to transform schools in a way that works for our students and inspire those with whom we work.  It is about taking a hard look at the type of school culture leaders are currently sustaining and asking is this really preparing our students for success.

I have witnessed and been a part of a dramatic transformation process at NMHS that began in 2009 when I gave social media a try. The process continues today where a culture has been built that preserves important traditional elements while pursuing an innovative agenda for growth and improvement.  We are actively engaging a variety of stakeholders, who in turn have embraced the renaissance taking place.  It is my hope that the collective stories, strategies, and ideas in this book will help you become an agent of change.

Three Ways to Get Digital Leadership

Now that the dust has settled since the book officially became available on January 14 the electronic versions are now ready for download.  Here are the specific links:

• Hardcopy (Corwin Press)
• Electronic eBook (eBooks) - PDF replica of the print version and can be viewed on almost any device except Kindle.
• Kindle (Amazon)

#DigiLead

If you want to talk about digital leadership at anytime I have created a hash tag. My hope is that we can use this on Twitter, Google+, Instagram, and Facebook to extend the conversation and our learning on this topic.  Feel free to use it to ask me questions, acquire resources, or just to chat openly about how we can all become more effective leaders in a digital world.

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