Information Technology Reference
In-Depth Information
Panel one. Key factors facilitating evolution from one stage to the next
Stages 1 to 2 (Example: School 1)
Key factors
•
Formal ICT planning and reviews
•
Targeted professional development
•
Willingness to learn
•
Development of a shared vision among staff for ICT in schools
•
Some commitment to resourcing ICT infrastructure development
Principal 1 exhibited a commitment to involving his staff, including the school
secretary, in the planning process. He identified shared vision as an important aspect of
writing the formal plan, and held a strong belief that ICT was a tool to be used in the learning
process. He believed planning provided an important framework for development, and a
reference point to check what had been accomplished. He also regarded the review process
as important.
It was evident from this principal's comments on professional development that he was
a willing learner. He modeled his attitude of embracing ICT to staff, and he engaged in
professional development as a co-learner alongside staff. He ensured that professional
development, which was beginning to focus on curriculum integration, targeted the
individual needs of the teachers. He also placed some emphasis on continuing to resource
ICT infrastructure development within the school and had identified potential develop-
ment projects such as networking classroom computers and the library.
Stages 2 to 3 (Example: School 6)
Key factors
•
Increasing acceptance and understanding of the role of ICT to support learning
•
Strong management commitment to using ICT to support administrative func-
tions
•
Planned and effective professional development
•
Strong commitment to resourcing ICT
•
Growing knowledge, experience, and understanding of the technical aspects of
ICT infrastructure planning and development.
The importance of management commitment for ICT planning maturity was clearly
evident in School 6, where the principal appeared to be a driving force behind the plans to
implement electronic recording and reporting systems for supporting administrative
functions. This focus seemed to have been initiated by prior experience with and an
awareness of the benefits of analyzing student records to identify students requiring special
programs. This principal also believed that effective school administration requires the
efficient use of ICT, and he had developed a sound appreciation of the potential that ICT
held in schools for purposes beyond teaching and learning.
There was evidence also in this school of a strong commitment to resourcing ICT in
the school, and an expectation that the ICT investment should support teaching, learning,
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