Computer Coordinators as Change Agents: Some New Zealand Observations
Kwok-Wing Lai, Ann Trewern, Keryn Pratt, University of Otago, New Zealand
Journal of Technology and Teacher Education Volume 10, Number 4, ISSN 1059-7069 Publisher: Society for Information Technology & Teacher Education, Waynesville, NC USA
Strong and effective leadership at the school level is needed if information and communication technology (ICT) is to be successfully planned and integrated into the school curriculum. A study was conducted in 2000 to investigate factors affecting the use of technology in 25 secondary schools in one region of New Zealand. As part of the study, the leadership role of the ICT coordinators in the planning and implementation process has been examined. This article discusses some of the observations on the leadership role of the ICT coordinators gathered from that study. In this article the authors argue that ICT coordinators could serve as agents of change as they are the ones who could provide professional development for their colleagues. They could also be the driver of technology development. However, ICT coordinators currently face heavy workloads and lack the time necessary to successfully envision themselves and their schools. They could play a more effective role if their role is fully recognized and more resources are given to them.
Lai, K.W., Trewern, A. & Pratt, K. (2002). Computer Coordinators as Change Agents: Some New Zealand Observations. Journal of Technology and Teacher Education, 10(4), 539-551. Norfolk, VA: Society for Information Technology & Teacher Education. Retrieved March 23, 2023 from https://www.learntechlib.org/primary/p/9525/.
© 2002 Society for Information Technology & Teacher Education
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Cited ByView References & Citations Map
Utilizing Flash Video and Blackboard for K-12 Technology Faculty Development: A Model Guided by Contemporary Instructional Design
John Solis, Richland School District Two, United States; Candice Walsh, Longleaf Middle School, United States
Society for Information Technology & Teacher Education International Conference 2009 (Mar 02, 2009) pp. 531–536
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