Information Technology Reference
In-Depth Information
The eight schools ranged in size from a small two-teacher rural school to a large 20-
teacher urban school, and all were located within a 60-kilometer radius. The decile ratings
6
of the schools ranged from 3 to 10 (Table 1). We chose to conduct our study in primary schools
rather than secondary schools, because we considered that the former would offer a more
manageable context in which to study ICT planning. Primary schools are less complex than
secondary schools in terms of structure, and their smaller size means that they are less likely
to have IT managers or technical specialists. One of our concerns was that primary school
principals with little or no knowledge of ICT management are expected to plan for the
implementation of ICT into their schools.
The small size of the sample is acknowledged as a limitation of the study. However, some
effort was made to include a mixture of rural and urban schools, and to include some schools
with lower decile ratings. Furthermore, the schools included those that were regarded by their
peers to be at the forefront of ICT implementation in the community, as well as those that
hesitated to be part of the study because the principals considered that they were only just
beginning to plan and implement ICT development in their schools.
Our data collection consisted of semistructured, face-to-face interviews with the
principals of the schools and analysis of the schools' ICT plans and supporting documents,
as well as excerpts from each school's strategic plan. The interviews, which were all
conducted by one of us, typically lasted 40 to 60 minutes and were recorded and later
transcribed for analysis. The main focus of the interview was to develop an understanding
of what ICT planning meant within the school environment and to describe the process
involved in this planning. The interviews also included discussion relating to the planning
environment and the intended and perceived effects of the planning process.
All but one of the principals had participated in the
Principals First
planning
workshops, and all were closely involved in ICT planning and school strategic planning. The
interviews were conducted in a manner that enabled the principals to trace the progression
of ICT planning in their schools from early planning attempts through to completion of their
Table 1. Demographic details of case study schools
School
Type
Roll
Number of
Full-time
Teachers
Decile
Rating
Location
1
Full primary
37
2
10
Rural
2
Full primary
150
9
7
Rural
3
Contributing
(Years 1-6)
550 20
10
Urban
4
Full primary
543
23
10
Urban
5
Contributing
(Years 1-6)
143
7
3
Urban
6
Full primary
390
17
10
Rural
7
Full primary
307
15
6
Urban
8
Full primary
479
19
10
Urban
Note: Full primary schools cater for children from ages five through to 12 to 13, while
contributing schools cater for children from ages five to 10.
