Abstract
Networking is not a new phenomenon in educational circles. Teachers and other education professionals have a long history of collaboration and networking. However, the concept of developing collaborative practices designed to stimulate educational change through formalised networks has only recently become central to policy-making across educational systems. Networking and collaborative school improvement programmes have emerged in diverse cultural contexts, ranging from Australasia, to North America and Asia (Harris & Crispeels, 2006; Hopkins, 2001). The use of technology through e-mail, fibre optic networks and teleconferencing is supporting people locally, regionally and globally to generate and transfer knowledge at a faster rate than has previously been experienced. Friedman (2005) develops these themes in his bestseller The World is Flat arguing that emerging technology and the forces of globalisation allow individuals and organisations to “collaborate and compete in real time with more people on different kinds of work from more different corners of the world on a more equal footing than at any previous time around the world” (2005, p. 8).
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Chapman, C., Hadfield, M. (2010). School-Based Networking for Educational Change. In: Hargreaves, A., Lieberman, A., Fullan, M., Hopkins, D. (eds) Second International Handbook of Educational Change. Springer International Handbooks of Education, vol 23. Springer, Dordrecht. https://doi.org/10.1007/978-90-481-2660-6_43
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