01 SES 02 C JS, The Role of ICT in the Context of School Improvement and Professional Development in an Era of Risk
Joint Symposium NW 01 and NW 16
Over the past decades, ICT have become a part of virtually all aspects of our professional and private lives (OECD, 2016; Voogt et al., 2018). Yet, research into ICT in schools is often focused on the classroom, missing the organizational perspective. Furthermore, insights into professional development needs revolving around ICT for the leadership and management of a school are sparse. In an exploratory study, we analyzed how principals use ICT and view it as a factor relative to leadership and improvement. Our theoretical framework is rooted in current models of school improvement and educational leadership (Dalin, 1998; Fullan, 2008; Harris et al., 2013), coupled with the notion of ICT. It consists of the following dimensions organizational development, improvement of classroom instruction, staff development, communication and technological improvements. For this study, 12 school principals were interviewed, using guided, semi-structured interviews. Interviews revolved around the use of ICT to manage and lead schools and to innovate in schools. To go beyond the often-used limited perspective of reducing ICT in schools to the classroom level, the organizational level as perspective was made explicit during the interview process. All interview data was then coded in a process derived from grounded theory (Creswell & Creswell, 2018; Mayring, 2015) in repeated iterative passes in a deductive and inductive manner using MAXQDA for a more interpretive yet systematic coding approach (Saillard, 2011). The results indicate that ICT play a role in almost all aspects of the professional lives of principals, but also that there is no systematic formal ICT training. Correspondingly, two of the overarching main challenges reported by principals were the depth of their ICT-related competencies as well as that of their staff. While there are some teachers and school principals that are well-versed in matters of ICT, this is not universally the case. However, a less-than-professional state can also be seen on the side of the software available: technical solutions and platforms often cover only specific domains but a “big solution” that encompasses all facets of school is not available. For example, teachers can input grades into the backend of the learning platform to document and track student performances. However, this platform is not connected to the software used to make the official end-of-school year certificates.
Creswell, J. W., & Creswell, J. D. (2018). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches (5th ed.). Los Angeles: Sage Pubn. Dalin, P. (1998). School Development - Theories and Strategies. London: Cassel. Fullan, M. (2008). From School Effectiveness to School Improvement - An Inevitable Conceptual Evolution. Journal Für Schulentwicklung, Theorie(2), 64. Harris, A., Day, C., Hopkins, D., Hadfield, M., Hargreaves, A., & Chapman, C. (2013). Effective Leadership for School Improvement. Routledge. Mayring, P. (2015). Qualitative Content Analysis: Theoretical Background and Procedures. In A. Bikner-Ahsbahs, C. Knipping, & N. Presmeg (Eds.), Approaches to Qualitative Research in Mathematics Education (pp. 365–380). Springer Netherlands. OECD. (2016). Innovating Education and Educating for Innovation. Paris: OECD. Saillard, E. K. (2011). Systematic Versus Interpretive Analysis with Two CAQDAS Packages: NVivo and MAXQDA. Forum Qualitative Sozialforschung / Forum: Qualitative Social Research, 12(1). Voogt, J., Knezek, G., Christensen, R. & Lai, K.-W. (Hrsg.). (2018). Second Handbook of Information Technology in Primary and Secondary Education. Cham: Springer Nature; Springer.
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
Network 6. Open Learning: Media, Environments and Cultures
Network 7. Social Justice and Intercultural Education
Network 8. Research on Health Education
Network 9. Assessment, Evaluation, Testing and Measurement
Network 10. Teacher Education Research
Network 11. Educational Effectiveness and Quality Assurance
Network 12. LISnet - Library and Information Science Network
Network 13. Philosophy of Education
Network 14. Communities, Families and Schooling in Educational Research
Network 15. Research Partnerships in Education
Network 16. ICT in Education and Training
Network 17. Histories of Education
Network 18. Research in Sport Pedagogy
Network 19. Ethnography
Network 20. Research in Innovative Intercultural Learning Environments
Network 22. Research in Higher Education
Network 23. Policy Studies and Politics of Education
Network 24. Mathematics Education Research
Network 25. Research on Children's Rights in Education
Network 26. Educational Leadership
Network 27. Didactics – Learning and Teaching
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