ICT Coordinators Research Articles

Exploring factors related to primary school pupils’ ICT self-efficacy: A multilevel approach

The aim of this study was to identify factors that are related to pupils’ ICT self-efficacy. More specifically, a multilayered framework was used to identify which pupil, classroom and school level factors are associated with primary school pupils’ self-perceived competence in digital information processing and communication. Information on pupils’ ICT self-efficacy and the pupil level factors was gathered through a questionnaire administered to 2421 sixth grade pupils (and their parents) in 92 Flemish primary schools. A questionnaire was also administered to the teachers (n=141) and the schools’ ICT coordinators (n=86) in order to gather information on classroom and school level factors. The results of the multilevel analysis indicate that ICT self-efficacy can be considered as a pupil, rather than a class or school, phenomenon. The results indicate that the pupil level factors ICT experience, ICT attitude, parental ICT attitude, controlling learning style, analytic intelligence and amotivation, are related to primary school pupils’ ICT self-efficacy.

The role of ICT coordinator. Priority and time dedicated to professional functions

This research analyses the ICT coordinator's role in primary schools in Andalusia, Spain. 101 coordinators filled in an online questionnaire that included a question regarding preferences about pri...

ICT Coordinators’ Perceptions on ICT Practices, Barriers and its Future in Malaysian Secondary Schools: Correlation Analysis

ICT is seen as an important component of the teaching and learning process in classrooms. In Malaysian schools, ICT coordinators have a huge responsibility in managing ICT matters, including the facilities, hardware and software, monitoring ICT activities, as well as planning and conducting the trainings for teachers and students alike. As the resource personnel who coordinate ICT matters, it will be interesting to investigate their perceptions on the practices and issues pertaining to ICT at their school setting. In specific, this study intends to investigate the practices, barriers and future of ICT as perceived by ICT coordinators in Malaysian secondary schools. A survey research method by using a questionnaire was employed to collect data on ICT coordinators. Using a stratified sampling technique, a total of 400 secondary schools were randomly selected to participate in this study, and the questionnaire was then distributed to the ICT coordinators from each of these schools. A total of 236 questionnaires were returned (59% response rate). The results indicated a significant and moderate positive correlation between ICT in professional practice and future of ICT in schools (r: 0.521, p: 0.00). On the other hand, a significant, negative but weak correlation was observed between barriers in ICT practice in school and the future of ICT (r:-0.393, p: 0.00). Additionally, a significant, negative and moderate correlation was observed between barriers in ICT practice in school and ICT professional practice (r: 0.409; p: 0.00). These findings suggest that the future of ICT in Malaysian schools is very much associated with the current practice of ICT both by the teachers and the students as well as the barriers faced in using ICT in classrooms.

The role of ICT coordinator. Priority and time dedicated to professional functions

This research analyses the ICT coordinator's role in primary schools in Andalusia, Spain. 101 coordinators filled in an online questionnaire that included a question regarding preferences about priority given and time dedicated to the eight professional functions assigned by the Educational Administration. The difference between the importance given and time dedicated to the different functions showed a high role adjustment of the ICT coordinators. Guiding teachers to work out and use digital contents in the classroom was the most prioritized function. On the contrary, school web management was considered the least important function. Managing digital tools was prioritized mostly by the youngest ICT coordinators females who were selected by the school board and did not hold any other school position. Multidimensional Scaling of a preferences question suggests that ICT coordinators prioritize their functions according to their complexity and the setting where they take place (classroom vs. school).The most relevant functions are the ones which favor ICT implementation in the classroom, and these functions result in being less complex since they adjust to the teacher's traditional role. These findings are discussed in order to fortify coordinators leadership in the change that ICT implementation in schools brings about.

Examining the role of the ICT coordinator in Irish post-primary schools

This paper reports on a study into the roles and attitudes of ICT coordinators in a sample of 37 schools in the Republic of Ireland. The research took an interpretative stance employing both questionnaires and interviews to explore the participants’ experiences. The study revealed that the ICT coordinators’ roles varied across schools. This variation was evident in the status of the position with considerable variance in the time allocated for their duties. In line with previous research, their duties appeared to be targeted towards maintenance and upkeep of equipment. The study raises questions relating to the gap in the rhetoric of the ICT coordinator’s role and the reality of their day-to-day duties. The study also questions the prevailing discourse in relation to moves towards greater levels of pedagogical leadership, as opposed to maintenance and support.

Guidelines on Implementing Successful Seamless Learning Environments: a Practitionersâ?? Perspective

This paper describes implementation guidelines for ubiquitous seamless mobile learning featuring the learning-log system named SCROLL (System for Capturing and Reminding of Learning Log). This system helps users to share and remind ubiquitous learning experiences. We review recent researches on mobile assisted learning in order to set pedagogically-based guidelines for instructors, learning environment designers and the administrative end or decision makers including ICT coordinator, and local authorities. Main foci in our guidelines are for language teachers to practice SROLL-based mobile learning in their classes for both in-class and out-class learning according to their situation or conditions. Our goal is to help educators to implement an effective seamless mobile learning environment with SCROLL.

Using ICT to support pupils with behavioural difficulties

Using handheld technology can prove effective in helping pupils with behavioural, emotional and/or social difficulties, who often avoid written or literacy work because of a fear of failure. Primary ICT co-ordinator Mary Farmer explains

School Administrators, ICT Coordinators and Teachers’ Metaphorical Conceptualizations of Technology

The purpose of this study is to investigate the perceptions of school administrators, ICT coordinators and teachers regarding the concept of “technology”. 87 participants completed the prompt “Technology is like…because…” by focusing on one metaphor about technology. Qualitative and quantitative techniques were used to figure out the metaphor categories and whether they differentiate according to participants’ position, gender and age variables. Content analysis was used to analyze the perceptions of the participants. Findings of the study showed that the participants indicated 60 valid metaphors which were grouped into five categories: 1) Technology as a changing and developing entity (e.g. children, fashion); 2) Technology as a facilitator (e.g. key, organ); 3) Technology as a needed entity (e.g. food, air); 4) Technology as a useful and harmful entity (e.g. viruses, sugar); 5) Technology as a diffusional entity (e.g. octopus, ocean). It was found that the majority of metaphorical conceptualization categories aligned with “a useful and harmful entity” by administrators, “a facilitator” by ICT coordinators and “a changing and developing entity” by teachers. According to the findings of the quantitative analyses there is no significant relationship between the participants’ perceptions of technology regarding age and gender. However significant relationship was found between the participants’ perceptions of technology and their position.

Stakeholders' perceptions of the use of ICT in the education of students with SEN

Portugal is experiencing a technological reform in education. Technological refurbishing of schools and training of students and teachers is a reality on the rise, enhanced by the implementation of the education technological plan (ETP), which also aims at computer skills certification, by 2010, of 90% of teachers. In a school that must be adjusted to all pupils, special educational needs cannot be neglected and the nature and constitution of its computer resources should obviate the support of these students. Stakeholders' awareness and ICT training is essential to benefit all students from ICT use. In the case of SEN, this need for training is of paramount importance to establish itself as a facilitator for these students. ICT coordinators are the visible face of ICT implementation in schools; their functions include the management of the schools computer facilities and to zeal for the ICT training of fellow teachers.

Identifying multiple roles of ICT coordinators

This study reports on the development and validation of measurement scales to study the different roles fulfilled by ICT coordinators. Based on a review of the literature, a 24 item questionnaire was constructed and administered to a sample of 177 Flemish ICT coordinators working in primary education. Exploratory factor analysis revealed a four-factor solution: the ICT coordinator as a planner, a budgeter, a technician, and an educationalist. Qualitative data corroborated these roles. This study provides a quantitative measure of the different roles assumed by ICT coordinators in practice. The implications of our findings for schools, researchers and policy makers are discussed.

Buenas prácticas organizativas para la integración de las TIC en el sistema educativo extremeño

En el presente trabajo se pretende dar a conocer Buenas Prácticas de tipo organizativo para la integración de las TIC que ha llevado a cabo el Sistema Educativo Extremeño. Para ello, en un primer momento, se ha realizado una revisión teórica sobre el concepto de Buenas Prácticas, estableciendo algunos indicadores que nos permitan identificar Buenas Prácticas en el uso de las TIC en los centros educativos de Primaria y Secundaria, y destacando especialmente aquellos indicadores que hacen referencia a aspectos organizativos del centro y de las aulas. En segundo lugar, se ha efectuado un análisis de la política de integración de las tecnologías que ha llevado a cabo la Junta de Extremadura, enfatizando en la figura del/la Coordinador/a TIC como medida de calidad, así como en las herramientas tecnológicas de gestión del centro y control del aula. Por último, se presentan algunos resultados obtenidos a partir de diversas entrevistas efectuadas a distintos miembros de la Comunidad Educativa de una investigación1 mucho más amplia en la que hemos realizado el estudio de casos de centros de Primaria y Secundaria considerados como Buenas Prácticas con TIC.

Information and communication technologies coordinator teacher trainers’ evaluations of computer working environments in terms of ergonomics

The aim of this research is to determine information and communication technologies coordinator teacher trainers’ (ICT-CTTs’) evaluations of the organization of computer working environments in terms of ergonomics. ICT-CTTs have responsibility for training, guiding and counseling of ICT coordinator teachers, other teachers and students, moreover, planning, managing and evaluating information technologies classes and courses on ICT. ICT-CTTs evaluate their computer working environments considering the following 9 sub-dimensions: “selection and organization of computer desk”, “selection of chair”, “display and screen equipment”, “keyboard and mouse”, “organization of working environment”, “lighting”, “noise”, “temperature, humidity and ventilation” and “training and information”.

Creating A Bigger Z.P.D. For ESL Learners Via Online Forum In Malaysia

Formal learning usually takes place in a physical classroom. An extension of learning process may continue to occur in a conventional setting where learners get together physically after class hours. In other words, learning may take place within particular zones. Vygotsky’s idea of zone of proximal development (ZPD) suggests that learning may not only take place within a prescribed zone but also outside the prescribed zone. The prescribed zone usually has a set of objectives to be achieved by the learners. However, during the learning process, some learners may learn and/or acquire more knowledge or skills beyond targeted objectives if there is room for students to do so. The non-prescribed zone is determined by the learners’ own initiatives and efforts. With the advancement of internet technology, second language learners are now able to extend their learning/acquisition process via online forum. This paper will describe how second language learners viewed online forum activity that was used in two separate classes for two consecutive semesters at a Malaysian university. It will also discuss some pedagogical principles in implementing online forum in courses and a few implications that need to be considered by policy makers, teachers/instructors, and ICT coordinators.

ICT integration processes in Turkish schools: Using activity theory to study issues and contradictions

<span>This study used activity theory to examine complex pedagogical, social, and technological issues in ICT integration process at the classroom level. We identified and analysed the contradictions within the activity system and discussed potential effects, which Engeström called 'expansive learning'. We conducted case studies and collected data through semi-structured interviews, video records and observations. Based on the results we concluded that, along with lack of technology and access, the organisational culture, the changing roles of teachers and students with regard to ICT, inflexible timetable curriculum, support of the school administration, the mediator role of ICT coordinator, and collaboration among the teachers were also imperatives that need to be taken into consideration in ICT integration processes.</span>

The primary ICT and e‐learning co‐ordinator's manual 1 – By Wright, James The primary ICT and e‐learning coordinator's manual 2 – By Wright, James

British Journal of Educational TechnologyVolume 39, Issue 4 p. 769-769 The primary ICT and e-learning co-ordinator's manual 1 – By Wright, JamesThe primary ICT and e-learning coordinator's manual 2 – By Wright, James First published: 03 July 2008 https://doi.org/10.1111/j.1467-8535.2008.00870_32.xRead the full textAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinked InRedditWechat Volume39, Issue4July 2008Pages 769-769 RelatedInformation

Plugged into good practice: Interactive classrooms of the future?

Tom Barrett, ICT coordinator, priestsic primary and nursery school about the ICT innovations in his school

The “Whole Approach”: An Investigation of a School-Based Practicum Model of Teacher Professional Development in ICT

The question of what makes for effective teacher professional development in ICT is an enduring one. In a recent study in Queensland (Australia), we visited 19 rural and regional schools and interviewed teachers, administrators and ICT coordinators to find that a school-based practicum was effective in impacting the practice and beliefs of individual teachers. This article, through reference to our field study findings and briefly describing four of its case studies, concludes that the practicum's success is related to the situative nature of this professional development. The findings of the study have implications for professional development programs aimed at increasing the use and integration of ICT in classrooms.

Some sound advice to listening

Sue Steel introduces a year 1 class to the fundamentals of sound and hearing through investigation. She works at Waycroft Primary School in Bristol and is the school's ICT co-ordinator.

Bring spirituality into the classroom

Clare Cooper, ICT co-ordinator at Osbaston Infants School, Monmouth, Monmouthshire, provides insipring ideas of how to bring spirituality into the classroom and encourage children to think deeply.

Searching for the skeletons

Sue Steel, ICT co-ordinator, Waycroft Primary School, Bristol, explains how to make the most of a museum visit to teach the topic of bones.