Information Technology Reference
In-Depth Information
better vendor support. The school was also taking account of its ICT needs when making
property improvements. For example, it intended to install a fiber-optic cable underneath a
new walkway system.
Stage 4: Mature Integrated Planning
Stage 4 indicates a stage of maturity in which planning acknowledges the integral role
of ICT in supporting or enhancing the wider school objectives. ICT planning is aligned with
and integral to the school's strategic planning process. The innovative or creative develop-
ment of ICT within the school contributes significantly to achieving school goals.
Of the schools, School 3 was the most advanced in respect of ICT planning. For this
school, ICT was an integral part of teaching, learning, and administrative support. There was
a high level of ICT competence among staff, a well-developed ICT infrastructure, and a vision
as to how ICT could be used in new and innovative ways to support school objectives.
The main factor that characterized this school as a Stage 4 school was its strong focus
on teaching and learning, and its clear understanding of how ICT provides tools for thinking
and learning. In addition, the school had developed a sound single-platform IT infrastructure
with established networks, adequate hardware, and a laptop for every teacher/classroom.
Moreover, it was the lead school in an ICT professional development cluster, with one of its
staff providing specialist ICT support for the cluster.
School 3 also had a well-known reputation for being innovative in its use of ICT. The
principal considered that, in this regard, it was probably among “
the top 10 percent in the
city.
” She made an interesting comparison between her present school (rated Decile 10) and
her previous school (rated Decile 3). In her view, the two schools were comparable in their
planning and implementation of ICT, suggesting that decile rating may not be a highly
significant factor in predicting where a school is at in terms of ICT planning maturity.
Marked enthusiasm for ICT and its potential to contribute to the learning environment
in innovative and creative ways appears to be a notable characteristic of Stage 4 schools. The
principal of School 3 pointed to plans to introduce software that would allow collaboration
among staff within the school and across other schools, as well as with members of the wider
education and school communities. This vision for collaboration and interactive participation
was also evident in the principal's comments about a school Web site currently under
construction. The aim of the site, she said, was to go beyond providing information, to
supporting interactive communication with and by the wider school community.
School 3 also had a well-established business partnership with an educational comput-
ing company offering support in terms of professional development and purchasing
opportunities. There were reciprocal benefits for the computer firm, as the school was
providing a trial site for some of the firm's initiatives.
SUMMARY
Our findings confirmed that ICT planning and strategic planning in schools is not a
clearly defined area, and that numerous factors, internal and external, impact on the planning
process and outcomes. In spite of this complexity, it was evident that across schools, ICT
planning matures from a focus on technology acquisition to a focus on the effective use and
integration of technologies that are in line with the schools' strategic plans.
