Do it Yourself in EducationLeadership for Learning across Physical and Virtual Borders

  1. María Domingo Coscollola
  2. Judith Arrazola Carballo
  3. Juana María Sancho Gil
IJELM, International Journal of Educational Leadership and Management

ISSN: 2014-9018

Year of publication: 2016

Volume: 4

Issue: 1

Pages: 5-29

Type: Article

DOI: 10.17583/IJELM.2016.1842 DIALNET GOOGLE SCHOLAR lock_openOpen access editor


Today more than ever, educational institutions need educational leaders who are able to promote profound, substantive and sustainable change. This paper is based on the efforts and results of the first stage of a European project implemented in universities and primary and secondary schools in Spain, Finland and the Czech Republic. The project seeks to explore the changes (and its educational effects) that have occurred in the last decade regarding digital competencies, especially in relation to the emergence of a culture of collaboration that connects youth learning, technology and a Do-it-Yourself (DIY) ethos. To achieve the project's objective, we followed a methodology based on the principles of collaborative action research (CAR). We have analysed the curricula and study plans of the participating institutions in order to explore how and where the project could be applied. We conducted a series of focus groups with teachers, students and parents to discuss notions of DIY learning among the educational communities. Based on these discussions, we began to analyse how each context envisions DIY learning and how it relates to the notion of virtual space. We finished the first stage with the professional development of the teachers, which was aimed at shaping the DIYLabs implementation plan.

Bibliographic References

  • Adell, J., & Castañeda, L. (2012). Tecnologías emergentes ¿pedagogías emergentes? In J. Hernández, M. Penessi, D. Sobrino & A. Vázquez (Coords.), Tendencias emergentes en educación con TIC (pp. 13-32). Barcelona: Espiral.
  • Aguaded, I., & Cabero, J. (2014). Avances y retos en la promoción de la innovación didáctica con las tecnologías emergentes e interactivas. Educar, 30, 67-83. doi: 10.5565/rev/educar.691
  • Area, M., & Pessoa, T. (2012). From solid to liquid: New literacies to the cultural changes of web 2.0. Comunicar, 38, 13-20. doi: 10.3916/C38-2012-02-01
  • Atkinson, D. (2011). Art, Equity and Learning. Pedagogies against the State. Rotterdam: Sense Publishers. doi: 10.1007/978-94-6091-454-6
  • Barbour, R., & Kitzinger, J. (Eds.). (1999). Developing Focus Group Research: Politics, Theory and Practice. London: Sage Publications Ltd.
  • Bower, J. L., & Christensen, C. M. (1995). Disruptive technologies: Catching the wave. Harvard Business Review, 73(1), 43. doi: 10.1016/0024-6301(95)91075-1
  • Buckingham, D. (2007). Beyond Technology: Children's Learning in the Age of Digital Culture. Cambridge (UK): Polity Press.
  • Christensen, C. M. (2012). Disruptive innovation. In A M. Soegaard & R. F. Dam (Eds.), Encyclopedia of human-computer interaction. Aarhus (Denmark): The Foundation. Retrieved from:
  • Christensen, C. M., Horn, M. B., & Johnson, C. W. (2010). Disrupting class: How disruptive innovation will change the way the world learns. New York: Mc-Graw Hill Professional.
  • Collinson, V., & Cook, T. (2013). Organizational Learning: Leading Innovations. International Journal of Educational Leadership and Management, 1(1), 69-98. doi:10.447/ijelm.2013.03
  • Debray, R. (2001). Introducción a la mediología. Barcelona: Paidós.
  • Domingo-Coscollola, M., Sánchez-Valero, J. A., & Sancho-Gil, J. M. (2014). Researching with Young People: Collaborating and Educating. Comunicar, 42, 157-164. doi: 10.3916/C42-2014-15
  • Eisenberg, M., & Buechley, L. (2008). Pervasive Fabrication: Making Construction Ubiquitous in Education. Journal of Software, 3(4), 62–68. doi: 10.4304/jsw.3.4.62-68
  • Gronn, P. (2000). Distributed Properties: A New architecture for leadership. Educational Management Administration & Leadership, 28(3), 317-338. doi: 10.1177/0263211X000283006
  • Guzzetti, B., Elliott, K., & Welsch, D. (2010). DIY Media in the Classroom: New literacies across content areas. New York: Teachers College Press.
  • Hallinger, P. (2009). Leadership for 21st century schools: From instructional leadership to leadership for learning. Hong Kong: Hong Kong Institute of Education.
  • Hargreaves, A., & Shirley, D. (2009). The fourth way. London: Corwin.
  • Hemphill, D., & Leskowitz, S. (2012). DIY activists: Communities of practice, cultural dialogism, and radical knowledge sharing. Adult Education Quarterly XX(X), 1-21 doi: 10.1177/0741713612442803
  • Ito, M., Baumer, S., Bittanti, M., Boyd, D., Cody, R., Herr-Stephenson, B., …Tripp, L. (2010). Hanging Out, Messing Around, and Geeking Out: Kids Living and Learning with New Media. Cambridge, MA: MIT Press.
  • Jenkins, H., Purushotma, R., Weigel, M., Clinton, K., & Robison, A. J. (2009). Confronting the Challenges of Participatory Culture. Media Education for the 21st Century. Cambridge, MA: MIT Press.
  • Jiménez, A. G., Orenes, P. B., & Puente, S. N. (2010). An Approach to the Concept of a Virtual Border: Identities and Communication Spaces. Revista Latina de Comunicación Social, 13(65), 214-221. doi: 10.4185/RLCS-65-2010-894-214-221
  • Johansen, B. (2007). Get There Early: Sensing the Future to Compete in the Present. San Francisco, CA: Berrett-Koehler Publishers, Inc.
  • Kafai, Y. B., & Peppler, K. A. (2011). Developing Participatory Competencies in Creative Media Production. Review of Research in Education, 35(1), 89-119. doi: 10.3102/0091732x10383211
  • Kamenetz, A. (2010). DIY U: Edupunks, edupreneurs, and the coming transformation of higher education. White River Junction, VT: Chelsea Green Pub.
  • Kitzinger J. (1995). Qualitative Research: Introducing focus groups. British Medical Journal, 311, 299-302. doi: 10.1136/bmj.311.7000.299
  • Kop, R., & Hill. A. (2008). Connectivism: Learning theory of the future or vestige of the past? The international Review of Research in Open and Distributed Learning, 9(3). Retrieved from
  • Krichesky, G. J., & Murillo, F. J. (2011). Las Comunidades Profesionales de Aprendizaje. Una estrategia de mejora para una nueva concepción de escuela. REICE. Revista Iberoamericana sobre Calidad, Eficacia y Cambio en Educación, 9(1), 65-83.
  • Lankshear, C., & Knobel, M. (2010). DIY Media: A contextual background and some contemporary themes. In C. Knobel & M. Lankshear, M. (Eds.), DIY media: Creating, sharing and learning with new technologies (pp. 1-21). New York: Peter Lang.
  • Louis, K. S., Leithwood, K., Wahlstrom, K. L., & Anderson, S. E. (2010). Learning from leadership: Investigating the links to improved student learning. Minneapolis: University of Minnesota.
  • McKay, G. (1998). DIY culture: Notes towards an intro. In G. McKay (Ed.), DIY Culture: Party and Protest in Nineties Britain (pp. 1-53). London: Verso.
  • Mulford, B. (2008). The leadership challenge: Improving learning in schools. Camberwell (Australia): Australian Council for Educational Research. Retrieved from
  • Ogawa, R., & Bossert, S. (1995). Leadership as an organizational quality. Educational Administration Quarterly, 31(2), 224-243. doi: 10.1177/0013161X95031002004
  • Pont, B., Nusche, D., & Moorman, H. (2008). Improving school leadership (Vols. 1 & 2). Brussels: Organisation for Economic Co-operation and Development.
  • Reason, P., & Bradbury, H. (Eds.). (2001). Handbook of action research. Participative inquiry and practice. London: Sage.
  • Robertson, J. (2005). Coaching Leadership. Wellington, NZ: NZCER Press.
  • Rué, J. (2014). El abandono universitario: Variables, marcos de referencia y políticas de calidad. REDU. Revista de Docencia Universitaria, 12(2), 281-306.
  • Sancho, J. M. (2010). Digital Technologies and Educational Change. In A. Hargreaves, A. Lieberman, M. Fullan & D. Hopkins (Eds.), Second International Handbook of Educational Change (pp. 433-444). Springer International Handbooks of Education. doi: 10.1007/978-90-481-2660-6_26
  • Sancho, J. M., & Alonso, C. (Coords.). (2012). La fugacidad de las políticas, la inercia de las prácticas. Barcelona: Octaedro.
  • Sancho, J. M., & Hernández, F. (2011). Educar en un mundo volátil, incierto, complejo y ambiguo. Entrevista a David Berliner. Cuadernos de Pedagogía, 410, 44–49.
  • Senge, P. (2000). The Academy as Learning Community: Contradiction in Terms or Realizable Future? In A. F. Lucas and Associates (Eds.), Leading Academic Change: Essential Roles for Department Chairs (pp. 275-300). San Francisco, CA: Jossey-Bass.
  • Siemens, G. (2008). Learning and knowing in networks: Changing roles for educators and designers. University of Georgia ITFORUM for Discussion, Paper 105, 1-26. Retrieved from
  • Spencer, A. (2005). DIY. The rise of lo-fi culture. London: Marion Boyars.
  • Spillane, J. P. (2006). Distributed leadership. San Francisco, CA: Jossey-Bass.
  • Tintoré, M. (2015). Educational Leadership. In S. M. Dahlgaard-Park (Ed.), The SAGE Encyclopedia of Quality and the Service Economy. London: Sage Publications.
  • Twenge, J. (2014). Generation me. Why today's young Americans are more confident, assertive, entitled and more miserable than ever before. New York: Atria paperback.
  • Wright, C. P. (2015). Bridging the Gap: Exploring the Need for Better System Representations in Higher Education (Doctoral dissertation, Wright State University. Dayton, OH). Retrieved from: