Information Technology Reference
In-Depth Information
Figure 1. Four-stage model of ICT planning in schools
STAGE 1: LITTLE
OR NO
PLANNING
STAGE 2: EARLY FORMAL
PLANNING
STAGE 3: FOCUSED FORMAL
PLANNING
STAGE 4: MATURE
INTEGRATED
PLANNING
Descriptor
Planning has a
technical and
operational focus.
Plans may be
informal and not
clearly
documented.
Planning moves into a more
formal phase and there is a
shift in focus from the technical
aspects to the educational
value of ICT.
Planning begins to recognize
the value of ICT to facilitate the
school's strategic objectives and
is characterized by the adoption
of ICT to modify or even
reengineer some of the
processes within the school.
ICT planning is aligned with and
is integral to the school's
strategic planning process. The
innovative or creative use and
development of ICT within the
school contributes significantly
to the school goals.
CATEGORIES
Few, if any, links
exist between ICT
use and curriculum
objectives.
There is an
emphasis on
providing students
with opportunities
to use computer
applications such
as word processing
in the classroom.
The school is beginning to
focus on how ICT can be used
to support teaching and
learning, e.g., identifying useful
Internet sites for students.
Some emphasis is evident on
developing students' ICT skills
in different applications, such
as creating electronic slide
shows or using different
technologies (e.g., scanning
photographs); may include
curriculum specific software
(e.g., math games or reading
programs).
There is a maturing
understanding of how ICT can
support and enhance teaching
and learning across curriculum
areas.
A shift from isolated skills
acquisition to a more contextual
skill development is evident
(e.g., students learn to use
spreadsheet-graphing
techniques to collate survey
information).
Understanding of ICT broadens
to include a range of ICT, such
as scanners, digital cameras,
Internet, email.
ICT is an integral tool in the
teaching and learning process.
The use of ICT is planned but
does not dominate curriculum
objectives.
Students use a wide range of
technologies across curriculum
areas as ICT becomes a tool for
thinking and learning.
C
URRICULUM
The proportion of
novice ICT users is
high.
PD is narrow in
focus. The
emphasis is on
developing basic
computing skills
and confidence.
Staff members are at different
levels of competency and
confidence, still with a number
of beginners.
PD may be targeted to staff
needs and is beginning to link
skill development to possible
curriculum applications.
Increasing levels of staff
competency are evident across
a range of technologies and
software applications.
Targeted PD is likely to focus on
contextual skill development and
curriculum application as
teachers and trainers recognize
the importance of linking new
skills to curriculum areas.
A reasonable proportion of the
staff have well-developed ICT
skills and confidently use a
range of technologies.
PD is likely to become
increasingly customized and
specific. PD may have a strong
curriculum focus, or may require
the development of skills to
support wider school objectives.
PROFESSIONAL
DEVELOPMENT
(PD)
Acquisition of
technology is
piecemeal.
Computers are
likely to be stand
alone.
Infrastructure development is
more structured, with an
increased emphasis on
compatibility, upgradability,
and connectivity. The school
may be considering networking
and the physical arrangement
of computers in pods or suites.
Planning includes acquisition
of complementary
technologies (e.g., scanners,
digital cameras.)
Planning for ICT infrastructure is
formal and linked to other
aspects of school planning, such
as property development. The
ICT infrastructure development
is taking shape. Long-term plans
for ICT replacements and
acquisitions complement the
existing infrastructure and the
school vision for future ICT use.
A highly developed
infrastructure is in place with
established networks and
adequate resourcing.
The school may be exploring
new and innovative technologies
to enhance existing capability,
e.g., wireless applications for
increased mobility and flexibility,
ASDL (Asymmetrical Digital
Subscriber Line) for higher
performance Internet links.
I
NFRASTRUCTURE
DEVELOPMENT
Basic office
functions are
computerized (e.g.,
correspondence,
school newsletters,
accounting
records).
Additional administrative
functions are computerized,
e.g., student details database,
library resource management.
There is an increasing
awareness of the potential of
ICT to enhance
communication, e.g., through
the use of email and the
Internet.
The school is beginning to
explore additional administrative
applications to enhance the
efficiency and effectiveness of
administrative systems (e.g.,
student records system, shared
file directories or an intranet for
staff curriculum resources).
Some teachers use ICT
applications for administrative
purposes, e.g., curriculum
planning, student reports.
There is some recognition that
ICT may facilitate other
objectives (e.g., school Web site
used to communicate with
families for whom English is not
a first language).
Teachers, as well as
administrative staff, use
electronic resources to enhance
communication, resource
sharing, and student record
management and reporting.
Improved recording and
reporting systems provide
analysis tools to identify and
support targeted needs (e.g., “at
risk” students, talented and
gifted students)
The school identifies and
implements innovative ICT
solutions (e.g., to communicate
with the wider school community
via interactive Web sites, list-
servers, online forums).
ADMINISTRATION
would seem that while the criteria had set a minimum standard for ICT planning in schools,
and the requirement that schools prepare ICT plans for funding, had encouraged them to
begin a process of formal ICT planning, the following factors influenced where the schools
went from there.
