Enhancing digital competencies in schools: The role of ICT coordinators

: This article discusses the growing importance of digital competencies in education, specifically focusing on the role of technical infrastructure in schools and staff support strategies. The discussion aims at the introduction of the ICT coordinator role in Czech Republic schools. Analysis indicates that schools with an ICT coordinator exhibit improved technology access for students and teachers, not solely determined by computer quantity per pupil. Noteworthy differences lie in the flexibility and availability of technology, with ICT coordinator-aided schools having more mobile computers, mobile labs, and more vital facilitation of BYOD methods. In conclusion, while recognizing the partial nature of school technology equipment data, the article concludes that training teachers and implementing the ICT coordinator role positively impact ICT technology use in schools. Recommendations based on Czech Republic research include establishing the ICT coordinator position, providing financial incentives, and reducing direct teaching loads. Future research should track changes in ICT equipment during ICT coordinators’ tenures and explore technology deployment dynamics, emphasizing collaboration between ICT coordinators, school management, and individual teachers.


Introduction
Digital competencies (Pettersson, 2018) play an increasingly important role today and are important to understanding the current world (OECD, 2010).Much attention is paid to their promotion and development.In line with Harris et al. (2009), we note that models of digital technology implementation are often technocentric.They focus too much on technology skills and ignore the complexity of learning using technology.Technological equipment is one of many prerequisites for developing digital skills.How digital competencies are used is crucial for the effective development of digital competencies.It is necessary to change the system and teaching methods (Benvenuti et al., 2011).The main change factor is teachers' digital competencies, focusing on whether teachers perceive digital technologies as adding value to their teaching and students' learning.Five years ago, less than 40 percent of teachers were ready to use digital technology in their classes (TALIS, 2019).This issue has been captured at the European level in a specific competency framework called the European Framework of Digital Competences for Teachers (Redecker, 2017) and in the Digital Education Action Plan (2021)(2022)(2023)(2024)(2025)(2026)(2027).
It is very important to provide teachers with methodological support in implementing modern technologies and digital competencies (Strudler and Hearingthon, 2008).One possible way is to create ICT coordinator positions.These positions were already established in schools in the 1980s (León-Jariego et al., 2020).
A number of countries have taken this step (McGarr and McDonagh, 2013;Lai and Pratt, 2004;Umar and Hussin, 2014).ICT coordinators in schools can have different roles (Who, 2023;Devolver et al, 2010).In most countries, there is a gradual change in their role from initial technology administrators to a formal position role that supports teachers in implementing ICTs (Woo and Law, 2020).
In this article, we want to focus on the technical equipment of schools or how it can be supported in the field of personnel (Chavez et al., 2023).Most studies that have focused on ICT coordinators have taken the form of qualitative studies (e.g.Woo, 2023;Skues and Cunningham, 2013) or questionnaire surveys (e.g.Blau et al., 2020;León-Jariego et al., 2020).Our aim in this paper is to analyze the influence of ICT coordinators using panel data on school technology in the Czech Republic.

Materials and methods
Data from the complete surveys of schools in the Czech Republic for 2021 were used to analyze the technical equipment of schools.The data were collected on all primary schools in the Czech Republic (n = 4235) and contained several dozens of data, both technical and personnel.For this study, only the following selected data were considered: In Czech primary schools 2021, 979,603 pupils registered with 83,610 desktop computers (30,396 under two years old) and 75,342 mobile computers (65,797 under two years old).A quarter of the schools had a portable computer room (n = 1186, 28.0%).Using own devices in the classroom (BYOD) was allowed in just under a quarter of the schools (n = 1008, 23.8%).Four out of five schools declared that all classrooms were covered by Wi-Fi networks (n = 3352, 79.1%).Three out of five schools (n = 2573, 60.8%) had an internet connection of at least 1000 Mbps for upload and download.
The School Facilities Index was also used for this analysis, which combines all the above parameters and allows for a direct comparison of school ICT facilities using a single parameter.In this parameter, each of the first four parameters (desktops, laptops, new desktops, new laptops) weighs 20 percent, and each of the other four (MCL, BYOD, upload, download) weighs 5 percent.For the calculation, we did not use the number of computers per pupil but the percentile rank among schools in the country.
Theoretically, the values of the Equipment Index can range from 0 to 100, but the values achieved range from 2.00 to 76.64. Figure 1 shows the distribution of values between schools.Looking at the average equipment of schools according to the ICT Equipment Index in individual regions of the Czech Republic, we see significant differences (see Figure 2).The best-equipped schools are in the areas with the lowest socio-economic status of pupils-Karlovy Vary, Moravskoslezský, and Ústí nad Labem.This is mainly due to the systematic support of schools in these regions (Hooper et al., 2018).

ICT school coordinators
An ICT coordinator has been established in Czech schools to support digital technologies (Javorcik and Havlaskova, 2022).An ICT coordinator could be a teacher or principal of the school.The prerequisite for ICT coordinators is fulfilling qualification requirements, including specialized studies (Neumajer, 2020).Performing the function of the ICT coordinator is associated with financial remuneration and a reduction in the number of hours of direct teaching, which depends on the size of the school (see Table 1).This paper aims to evaluate the impact of filling this position on the technical equipment of schools.In the period under review, the position was filled in 2,302 schools (54.4%).Table 2 shows how many schools had the coordinator position filled depending on school size and region.It is clear from the table that the position of ICT coordinator is filled more often in larger schools, which results from the greater need to manage more computer equipment and a more significant number of teachers.As the number of teachers increases, the need to coordinate their ICT activities increases.

Research questions
The research aims to answer the question of how the position of ICT coordinator is related to the ICT facilities in schools.To this end, five questions were set out, which were then sought to be answered.1) Are schools with an ICT coordinator position better equipped than schools that do not have an ICT coordinator position?2) Are there statistically more computers per pupil in schools where the position of ICT coordinator is filled?3) Do pupils in schools where the ICT coordinator position is filled have newer computers than pupils in schools where the position still needs to be supplied?4) Is using mobile computer labs more common in schools where the ICT coordinator position is filled?5) Is using Bring Your Own Device (BYOD) more common in schools where the ICT coordinator position is filled than in schools where the position still needs to be supplied?
A t-test was used to test the hypotheses; upon establishing the statistical significance of the difference between the groups, we proceeded to evaluate the impact of the coordinator using Cohen's d test.

School equipment
The ICT equipment index was used to compare school equipment.It was hypothesized H0 that school equipment is independent of whether the position of ICT coordinator was filled in the school.When comparing primary schools within the country, it was found that schools with the ICT coordinator role were supplied with an average ICT equipment index score 28.12.In contrast, schools where the position of ICT coordinator is filled have an average score of 30.99.
Using the t-test for independent samples, we found a significant difference between schools with ICT coordinator positions and schools where this position is not filled (t = −9.183,df = 4233, p < 0.01).The Cohen's d value = 0.28, the provision of ICT coordinator thus has a modest effect.
Let us compare the ICT equipment index for schools in each region (Table 3).We find that in all areas, except for the capital city of Prague, schools where the position of ICT coordinator is filled are always, on average, better equipped.This fact can be explained by the fact that Prague is classified in a different category in terms of the use of EU subsidies, and most of the resources for ICT are not available for schools in Prague.

Equipment of schools with computers and laptops
Let us look at the number of computers available to individual pupils (number of computers per pupil).We are surprised to find that in schools without an ICT coordinator, pupils have more and newer computers (acquired in the last two years).Using the t-test for independent samples, we found a significant difference between schools that have an ICT coordinator and schools that do not for the number of computers per pupil (t = 3.552, df = 3407, p < 0.01) and for the number of new computers (t = 10,120, df = 2920,441, p < 0.01) respectively.
For computer equipment, Cohen's d = 0.11, so even though the difference is statistically significant to the disadvantage of schools with a full-time ICT coordinator, this factor has a weak effect.For new computers, Cohen's d = 0.34, so this is a modest effect, and we will return to this finding later in the discussion.
We now turn our attention to what computers are used in schools.First, we perform the statistics for desktop computers.
Using the t-test for independent samples, we found a significant difference between schools with ICT coordinator positions and schools where this position is not filled (t = 18.769, df = 2616, p < 0.01) for the number of desktop computers per pupil.It shows that the number of desktop computers per pupil is statistically higher in schools where the position of ICT coordinator is not filled.Cohen's d = 0.16, so this is only a weak effect.
The opposite situation is true for mobile computers.Here, the facilities are better in schools where the position of ICT coordinator is filled.Using the t-test for independent samples, we found a significant difference between schools with ICT coordinator positions and schools where this position is not served (t = −9.664,df = 3947, p < 0.01) for the number of mobile computers per pupil.A Cohen's d = 0.31 shows that there is a modest effect in this case.

Mobile computer labs
The increased number of laptops is also related to how they are used.One crucial aspect is whether these laptops are used as desktop computers in the same classroom or are available as part of mobile computer labs and can, therefore, be used flexibly in teaching different subjects.
Data analysis shows that the number of schools where MPLs are available is significantly higher in schools where the position of ICT coordinator is filled.This difference is so significant that it cannot be justified by a higher number of laptops per pupil.A statistical significance was found (chi square = 144.334,df = 1, p = 0.000).According to Phi = 0.191, filling the position of ICT coordinator can be described as a modest effect.

BYOD
The previous result indicates the effect of ICT coordinators on the number of mobile computer labs in schools.However, mobile computer labs are one of many means of making flexible use of computer technology in the classroom.Bring your own device (BYOD) methods are another.Information on whether BYOD methods are allowed in schools is also available within the data monitored.The possibility of using your own device in teaching has yet to be widespread in Czech primary schools.Less than a quarter of schools use it.This method is much more often used in schools where an ICT coordinator is present.A statistical significance was found (chi square = 24.302,df = 1, p = 0.000).
According to Phi = 0.78, the influence of the position of ICT coordinator on the use of BYOD in schools can be described as strong to very strong.

Discussion
The position of ICT coordinator, which has been introduced in schools in the Czech Republic, is a teacher who is not primarily responsible for managing ICT technologies but for supporting their use.In most schools in the Czech Republic, computers are mainly equipped in specialized classrooms and cannot be used in all subjects (Javorcik and Havlaskova, 2022).Our data analysis shows that in schools where the ICT position is filled, students and teachers generally have better access to technology in the classroom.This difference does not lie in the number of computers per pupil, where the situation is surprisingly better in schools with no ICT coordinator.The main difference lies in the flexibility and availability of technology.Schools with an ICT coordinator have more mobile computers than other schools and are likelier to have mobile computer labs (Watkins et al., 2019).However, the main difference is the possibility of using own equipment in teaching (BYOD).In this area, the influence of the coordinator can be characterized as strong to very strong.
The influence of ICT coordinators is very significant in influencing the use of ICT across subjects, contributing to the use of mobile technologies and influencing the work of other teachers in developing digital competences.This finding is in line with other studies looking at BYOD use both in the Czech Republic (Černochová and Novotná , 2020;Zounek et al., 2022) and abroad (Preston and Younie, 2015;Kay and Schellenberg, 2019;Adhikari et al., 2021;Mawere et al., 2022;etc.).

Conclusion
We recognize that analyzing data on school technology equipment can only provide a partial picture of the use of technology in education.Nevertheless, it can be concluded that training some of the teachers and filling the position of ICT coordinator positively impacts the way ICT technology is used in the school.Schools that have filled this position are likelier to use flexible computing technologies-mobile computing, mobile computer labs, and BYOD methods.The creation of an ICT coordinator position, financial remuneration, and a reduction in direct teaching load can be recommended based on research conducted in the Czech Republic.
Further research should focus on monitoring the changes in ICT equipment in schools during the ICT coordinator's tenure and on further research on the deployment of technologies in schools and the cooperation between the ICT coordinator, school management, and individual teachers.

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Number of computers per pupil• Number of mobile PCs per pupil • Number of new computers per pupil (age up to 2 years) • Number of new mobile PCs per pupil (age up to 2 years) • School equipped with a mobile computer lab (MCL) Download the speed of the school's internet connection

Figure 1 .
Figure 1.Histogram of values for the ICT equipment index.

Figure 2 .
Figure 2. Comparison of regions in the Czech Republic.

Table 1 .
Reduction of teaching load depending on school size.

Table 2 .
Number of ICT coordinators in each region by school size.

Table 3 .
Comparison by region.