To outline the emerging imperative for the integration of ICT into schools and to locate such integration within broad notions of governance and effective implementation.
Using a flexible interview structure, conversations concerning ICT integration into schools were held with 65 school‐based personnel in 50 Tasmanian schools.
Coding analysis of conversations enabled 14 themes to be identified; for example: “The use of ICT involves partnerships between people”, “ICT is more or less integrated into the classroom curriculum and is more or less entwined in the various pedagogies employed by teachers”, and “ICT ‘champions’ or ‘heroes’ are recognised more or less in schools”. Many of the themes focus on issues of governance. A number of strong correlations were found to exist between the themes. Few differences were found to exist within the data in regard to four criteria, namely: whether the school was in the Catholic sector or the Department of Education; the urban‐rural location of the school; the size of the school in terms of student enrolment numbers; and the role of the participant (Principal, Assistant Principal, Teacher, ICT Co‐ordinator, Technician). Concludes that there is likely to be considerable agreement about the content of such conversations in schools and that they are likely to be concerned with people and processes rather than with ICT technology/software/hardware and the like per se.
Provides guidance to school leaders and others regarding effective implementation of ICT into schools.
It is expected that the schools taking part in this project will move towards implementing ICT with considerable success and it is hoped that this can be applied to Tasmanian schools in general.
Robertson, M., Grady, N., Fluck, A. and Webb, I. (2006), "Conversations toward effective implementation of information communication technologies in Australian schools", Journal of Educational Administration, Vol. 44 No. 1, pp. 71-85. https://doi.org/10.1108/09578230610642665Download as .RIS
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