Are schools learning organisations?

Abstract

The introduction of information and communications technologies (ICTs) in general and computers in classrooms in particular is an essential strategy in building a European knowledge-based economy. Wealth creation, employment and Europe's position in the global economy align closely with the success of education. This paper analyses the introduction of computers into secondary classrooms from a technology innovation perspective. It examines the extent to which the constituencies behind this innovation place improved attainment as a central goal, and how they attempt to overcome the ‘productivity paradox’ blighting the early innovation of ICT in the private sector. The paper uses Molina's sociotechnical constituency approach to analysing innovation of computers in secondary school classrooms as processes of alignment using new case studies. The paper concludes that to improve attainment levels using ICTs, schools need to become learning organisations, employing new ways of working in which informed choices are exercised by capable professionals.