Research into the
challenges faced when integrating ICT into schools has focused on aspects such
as the school's levels of ICT infrastructure, teachers' confidence and skills
in utilising ICT, the availability of time and the availability on-going continuing
professional development opportunities for teachers. However the influence of
an ICT champion within the school that provides vision and leadership is also
critical. Such responsibilities are
normally assigned to the 'ICT coordinator', however to date little research
exists that fully explores this role.
In this context this
research explored the role of the ICT coordinator in Post-Primary schools in
the Mid-West region of Ireland. The first phase of data collection involved a
questionnaire, distributed to 37 participating schools and was followed by a
second phase of data collection that involved interviewing nine ICT
coordinators.
This research found
that the role of the ICT coordinator varied from school to school. In some schools the position was a senior
post of responsibility while in others the role held little status. Throughout all schools a strong focus on
maintenance of existing equipment and hardware acquisition was prevalent. As a
result, the ICT coordinators tended to view progress in terms of hardware
acquisition rather than the nature of its use.
In addition, there appeared to be a concern that 'too much' ICT could be
introduced into schools.
These findings
suggest that, despite the positive attitudes towards ICT expressed by the ICT
coordinators, the concerns expressed by them about 'overusing’ ICT seems to
point to assumptions that are less supportive of the technology.
The findings also
highlight a clear divide between the rhetoric at policy level in relation to
the coordinators role and the actual reality within the school. From this research it would appear that the
evolution of the ICT Coordinator from ‘electronic janitor to pedagogical
leader’ (Lobos, 2008) remains a future aspiration rather than a current
reality.