Information Technology Reference
In-Depth Information
2.
One-way linked planning with sequential integration: In this phase, IS development
considers business goals first. The IS strategy is, therefore, likely to support the
business strategy and contribute to its implementation.
3.
Two-way linked planning with reciprocal integration
: Here, IS planning not only
supports but also influences business planning. Business goals and IS capabilities are
jointly considered.
4.
Integrated planning with full integration between business planning and IS plan-
ning
:
This stage is characterized by the joint development of IS and business strategies
and realization of the critical nature of IS applications to the success of business
strategy.
Although researchers debate the accuracy and completeness of these various models,
they do provide organizations with useful benchmarks with which to determine their current
state of maturity and planning for future growth. More specifically, Robson (1997), for
example, suggested that such knowledge provides organizations with a base from which to
develop appropriate IS-related strategies, management styles, control approaches, and
investment levels. Schools similarly can use such models to determine their ICT planning
maturity and to develop appropriate strategies for future growth.
ICT Planning in Schools
The complexity of the educational environment provides a particularly interesting
context in which to study ICT planning. First, unlike businesses, schools tend to focus on
the use of ICT to support learning objectives rather than business objectives, yet, like
businesses, they work with limited resources and financing. Second, technology in schools
is also not always well established (Latham, 1998). As such, schools provide a contemporary
context in which to examine how ICT usage evolves within an organization. They also provide
a venue to examine how this process is affected when many of the people within an
organization have only a limited understanding of ICT development and planning, as tends
to be the case in schools. Teachers and school administrators often acquire their information
technology skills “on the job,” yet are expected to initiate the planning and implementation
of ICT within the school (Ministry of Education, 1999). Third, much of the small amount of
research that has been conducted on the integration of ICT plans and educational strategic
plans focuses on large tertiary institutions (see, for example, Barta et al., 1995; Fung et al., 1997;
Rice & Miller, 2001), which have very different organizational structures, more complex
information systems needs, and greater numbers of specialist IT staff than do elementary and
secondary schools.
The need to identify how ICT planning evolves within schools and the characteristics
of each stage of that evolution would seem obvious. Such research not only would help fill
a gap in knowledge but also, and more importantly, would enable school administrators to
better understand the factors contributing to ICT-educational strategy alignment and
successful ICT integration and growth.
ICT Implementation and Associated Planning in New
Zealand Schools
Within New Zealand, as overseas, the potential of ICT to enhance learning has attracted
considerable interest over recent years. In 1990, a report published by the New Zealand
