Phil Wild

Lessons to be learned

The evaluative and reflective papers in this special issue of Education and Information Technologies show some interesting types of assistance information technology (IT) can provide to those who manage classrooms and educational organizations. Most of the papers are based on longitudinal research confirming the value of the applications of the IT presented. The papers strongly support the influence of the variable groups included in Fig. 1 in the introductory paper, and further comparison with the analysis framework can draw out inferences on what factors are of particular importance for successful implementation. We can conclude that, although the original framework was designed for more institutional level IT management implementations, it can additionally provide a guiding framework for evaluating the impact of IT on the wide variety of managing roles within the classroom, and should even provide a guiding and evaluative tool for a more virtual environment of the future

Evaluation of the implementation, use and effects of a computerised management information system in English secondary schools

Very little empirical large-scale research has been carried out on the use of IT in the management and administration of schools despite of the fact that schools all over the world have adopted such IT based systems. The move in many countries towards autonomous school management will further require the use of these systems. Sophisticated computerised school information systems (SISs) will have to provide school-based information relevant to the development of policies in areas where schools used merely to follow governmental guidelines. If such systems are to be designed and used to full effect, knowledge is urgently needed on the implementation, use and effects of established computerised SISs. The large-scale research project in England, reported here, goes some way towards filling this gap in our knowledge.

The potential of information technology in support of teachers and educational managers managing their work environment

The use of information technology (IT) to support the classroom teacher and school managers to organize and manage the learning environment better has received little specific attention, even though many applications or systems purport that this is one of their aims. This special issue attempts to fill that gap. This introduction paper provides an overview of the range of support that IT can provide in the field of education, and discusses how the development of these support systems needs to be approached analytically. Finally, there is an overview of the papers invited for this edition of the journal that are illustrative of the wide ranging development of IT to support teachers, teaching and the management of both

An assessment of strategies for information system evaluation: Lessons for education

Abstract Many evaluation strategies for information technology (IT) systems have been reported. There is general agreement that no single technique can deal with all IT investment projects and that contextualization is an important aspect of any evaluation. Research has been carried out over the last four years at Loughborough University to try to establish a range of complementary evaluation techniques. The results suggest that a range of techniques can provide a basis for developing the “correct” evaluation method for IT in education management and administration. Examples of evaluations in industry and commerce are used to illustrate how the nature and circumstances of implementation and integration barriers to IT systems can be identified.

The use of task analysis and user acceptability audits in implementing information technology systems in schools

To be effective, new technology must meet the needs of the organisation into which it is installed. These needs may be expressed at different levels in terms of goals, organisational objectives and individual task needs. Any measure of successful implementation must take into account the inter-relation between these factors, rather than treat them individually. If the intended educational benefits are ultimately to be achieved it is imperative that systems adequately meet the business and/or curriculum needs of schools, contribute to effective organisational activity and meet the task and human/social needs of the user.

The results of implementing SIMS in English secondary schools

This paper describes an evaluative study of the implementation of the School Information Management System (SIMS) which is used to support management and administration in the majority of English secondary schools. There has been very little large-scale research on the use of computerised school information systems despite the massive growth since the early 1980s. The large-scale survey carried out for this study shows that SIMS use is particularly clerical and the use of SIMS to support school managers is still very limited. Problems identified include the reliability of SIMS, the degree of user training (especially managers), user support if problems occur, and the clarity of the innovation process. Relevant factors relating to the promotion of SIMS use are identified. Users are in general positive on the effects of SIMS use. It is concluded that wider and better SIMS use would be promoted by more carefully designed user training based on a thorough analysis of the needs of user groups.

Tracking the Development of Student Information Technology Capability: IT in a primary postgraduate certificate of education course over three years

ABSTRACT The current state of the teaching of information technology competency within postgraduate teacher training is summarised from existing literature and weaknesses are identified. Development work in the Loughborough University Primary Postgraduate Certificate of Education course over three successive years is examined and discussed, focusing on the apparent gap between student achievement in the institution and application in classrooms while on school placements. It is argued from qualitative and quantitative evidence that a major factor is the failure of some school placement teachers to provide encouragement to their teaching practice students, and that this is a feature not of schools but of individuals. The conclusion attempts to analyse further that gap and suggests some ways forward.

A TaskAnalysis of a Computerised System to Support Administration in Schools

he use of Information Technology systems to support LMS is a natural aim within the growing technological envronment of schools. Whether the implementation of IT is yet right is open to question. The SIMS software package is dominating the market at the moment. This packagr has been under continual development and change since its inception and trials in one LEA in the mid80s and now includes modules covering most areas of school administration. The wide use of

New Forms of Student Teacher Learning

Abstract This article examines the effects of recent educational legislation in England and Wales on student teacher learning. In particular it reports the response of one university department of education in its attempt to fulfil two criteria laid down by the Council for the Accreditation of Teacher Education (CATE): that students should be able to make use of information technology (IT) in the classroom and that they should understand the different ways pupils develop and learn. Some 114 Postgraduate Certificate in Education (PGCE) students were set an assignment on how they learnt to word process or desk top publish and what this taught them about the learning process. Their IT capability was monitored by short questionnaire at the beginning and end of the year and the assignments themselves yielded qualitative data on student learning. It was found that the assignment led to an increase in students’ confidence and competence in using computers and that the students became deeply involved in the learn...

Has a Decade of Computerisation Made a Difference in School Management

The paper describes a longitudinal study to assess the effectiveness and usability of a computerised school management and administration system used in the majority of secondary schools in the UK. Case studies were made in 1990 and 1996, and in 1999 a full-scale survey was carried out in secondary schools in England. From the survey results we attempted to evaluate how successful was the system in use, and how its role has changed.