Abstract:A good deal of ITEM research has been undertaken and reported over the ten years since I F P WG 3.7 first met. It now appears that use of ICT is becoming mature in educational management in developed countries. The same is not yet true, however, of developing countries and further research is needed to identify problems faced by these countries. Much past research in school implementations of ITEM systems has made use of the Visscher model, but the group thought that this model now needed some updating. This paper outlines these issues and points to several future directions for ITEM research.

In this paper some of the results of a study that evaluated system usage of the computerised information system implemented by the Ministry of Education (MoE) in Botswana are presented. The system was implemented to manage the teaching human resource. Evaluation of the use of this new system was based on the users' perception of their ability to use the ITEM system directly, or indirectly, and a detailed analysis of factors that influence system usage. The magnitude of external training, perceived quality of information provided, and computer experience of the MoE staff explained considerable amounts of variance in direct use of the system implemented by the MoE in Botswana. Whereas the amount of external training, and perceived quality of information provided and output options explained considerable amounts of variance in indirect use of the system implemented by the MoE in Botswana.