The article analyses strategies for classroom leadership in technology rich upper secondary classrooms, arguing that such strategies can involve technical, organizational, didactic and relational involvement elements. It suggests that these elements can be captured in an interactive, ecological model of classroom leadership. The findings are discussed in the light of theories on leadership as distributed influence, the classroom as a collaborative community of practice, and learning as collaborative, multimodal knowledge creation.

中文翻译：

---

在技​​术丰富的高中课堂中学习的领导力

本文分析了技术丰富的高中课堂的课堂领导策略，认为这些策略可以涉及技术、组织、教学和关系参与元素。它表明可以在课堂领导的互动生态模型中捕捉这些元素。研究结果根据以下理论进行讨论：领导力是分散的影响，课堂是协作的实践社区，学习是协作的、多模式的知识创造。