Schools Coping with the Impact of Information Technology

Riffel, J. Anthony; Levin, Benjamin

doi:10.1177/0263211x97251005

Cited by 6 publications

(5 citation statements)

References 10 publications

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“…These concerns echo those in reports on ICT integration overseas ( Technology Counts ‘99 (1999)) and suggest, that, for many teachers, use of ICT is something that is added on to regular instruction or as something to reward pupils after their work is completed; that is, ICT is used to extend traditional practices. The challenge is for teachers to use ICT in ways which change their pedagogy so that ICT is integrated into the learning processes (Riffel and Levin, 1997).…”

Section: Introductionmentioning

confidence: 99%

“…Hoffman, 1996; NAESP, 2002). However, apart from recent small scale research studies which demonstrate that ICT is having a huge impact on the ways in which principals work (Gurr, 2001; Schiller, 1997), and exploration of possible relationships between administrative leadership styles and uses of technology (Hughes and Zachariah, 2001), the ICT research literature has tended to overlook the role of the principal (Michael, 1998; Riffel and Levin, 1997). This gap in the research literature is rather odd as there is substantial literature relating to school effectiveness, school improvement and change which identifies the school principal as a key factor in bringing about successful change in schools (e.g.…”

Section: Introductionmentioning

confidence: 99%

“…Sometimes, they are faced with the prospect of relying on inexperienced peers and over‐eager sales people for advice and guidance when making decisions about ICT. Although the role of the principal in supporting ICT integration is seen as critical (Hoffman, 1996) there is limited research to substantiate how these implementation strategies actually work (Michael, 1998; Riffel and Levin, 1997) and little Australian research on the role of the principal in the implementation of ICT.…”

Section: Introductionmentioning

confidence: 99%

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Working with ICT

Schiller

2003

Journal of Educational Administration

127

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Without the support of school leaders, particularly the principal, the educational potential of information and communications technology may not be realised. Principals need to assume a major responsibility for initiating and implementing school change through the use of information and communications technology and can facilitate complex decisions to integrate it into learning, teaching and school administration. However, little is known about its use by principals, their perceived competence in it and their preferred means of acquiring these skills and understandings. This paper will report on these issues from an initial analysis of baseline data gathered from a survey of all elementary and secondary principals in government, Catholic and independent schools in the coastal Hunter region of New South Wales, Australia. Findings indicate that there were considerable variations in the use of information and communications technology by principals and in their perceived competencies. Preferences for learning more about it and possible professional development strategies to cater for these variations are explored and recommendations made for the attention of decision makers and policy developers.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Working with ICT

Schiller

2003

Journal of Educational Administration

127

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“…Information and communication technologies have been described as a societal change to which schools must respond (Riffel & Levin, 1997). Due to continual advancements, technology can now be used throughout virtually all aspects of the educational system (Greenhow, Robelia, & Hughes, 2009; Halverson, Grigg, Pritchett, & Thomas, 2007).…”

Section: Teaching Notesmentioning

confidence: 99%

The Technology Principal

Anthony

Patravanich

2014

Journal of Cases in Educational Leadership

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This case provides principal licensure candidates a strategic perspective on leading and managing educational technology initiatives. It presents issues related to vision setting, planning, implementation, organizational structure, and decision making. The case narrative is presented from the perspective of a principal, but it can also be used to prompt reflection from the perspective of a central office administrator such as a superintendent, assistant superintendent, technology director, or professional development coordinator. The case includes a preliminary knowledge-building activity and discussion questions, which, combined, prepare administrators to exercise technology leadership for school improvement through environmental scanning, organizational analysis, and performance measurement.

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“…It is reasonable to assume that its members give an implicit negative answer to the third question (concerning our ability to ethically judge the ICT revolution), and that their answer stems from both their determinism and their neutralism concerning ICT, and their lack of interest in questions of values and basic educational goals. Thus, Riffel & Levin (1997) conclude from their field study that 'technological imperatives (to have the latest, most powerful computers available) overtake unclear educational objectives…the overall educational focus of [the schools'] efforts remains unclear'.…”

Section: Suppositions Underlying the Three Paradigmsmentioning

confidence: 99%

The Impact of Information and Communication Technology on Education: The Missing Discourse between Three Different Paradigms

Aviram

Talmi

2005

E-Learning and Digital Media

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Using a new methodological tool, the authors analyzed a large number of texts on information and communication technology (ICT) and education, and identified three clusters of views that guide educationists 'in the field' and in more academic contexts. The clusters reflect different fundamental assumptions on ICT and education. The authors argue that these clusters represent three different paradigms, which they term the technocrat, the reformist and the holistic. They further argue that despite the burgeoning literature on the merger of ICT and education, discourse between the three paradigms is surprisingly limited. Given the doubtful results of the computerization of education, they suggest that identification of these paradigms would promote an essential discussion, vital for better future policies.Despite the burgeoning literature on information and communication technology (ICT) and education, discourse on the subject is surprisingly limited. In spite of the large and often contradictory variety of approaches and attitudes in the field and in the literature, there is almost no systematic discussion amongst their upholders. Since the uptake of ICT could very well be the most influential change process in our education systems in decades, a transformation that is going to determine not only the form of the education system but also the nature of education and, hence, the nature of the coming generations, such lack of discourse could prove to be profoundly detrimental to the very foundations of our society.The absence of discourse may stem from the fact that adherents of the different approaches in the field and in academe do not seem to recognize the incompatibility between the various, and often opposing, views they uphold. Recognition of incompatibility is a necessary first step before the need for discourse can be acknowledged. Our main aim here is to 'map the ground', and distinguish between the various and opposing views on ICT and education.To accomplish this goal we present a new methodological tool for analyzing theoretical and practical views towards the 'merger' between ICT and education (first section). We use this tool to analyze several recent representative texts dealing with ICT and education (second section) and to distinguish between three general clusters of views (henceforth referred to as 'paradigms') in this field (third section). We conclude by claiming that the missing rational discussion of the issue can begin once one is aware of the differences and contradictions, both implicit and explicit, between these views.

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Schools Coping with the Impact of Information Technology

Cited by 6 publications

References 10 publications

Working with ICT

Working with ICT

The Technology Principal

The Impact of Information and Communication Technology on Education: The Missing Discourse between Three Different Paradigms

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