Abstract
AbstractPurpose- The role of ICT in education is not new but the manner in which technology in education is perceived, valued and implemented is in constant flux.Methodology- This paper uses a comparative approach to examine ICT school policies, pre and post pandemic, to explore key issues of focus and relevance.Findings- As a result of the Covid-19 pandemic, technology became ubiquitous in education and it is now imperative that we consider the extent to which it is appropriate for use, sustainable and supported. ICT has the potential to transform the learning environment but it must be understood, implemented and managed responsibly.Implications- The paper looks at the role of leadership and key stakeholder engagement in this process, from a teacher and student perspective.Originality/value- Drawing on a detailed literature review and in-depth document policy analysis, this paper considers the framework for implementation and identifies key components required for the design and development of a relevant ICT school policy.
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