Enhancing digital competencies in schools: The role of ICT coordinators

Antonin Jancarik, Vlastimil Hubert

Article ID: 3359
Vol 8, Issue 4, 2024

VIEWS - 427 (Abstract) 261 (PDF)

Abstract


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.


Keywords


ICT coordinators; BYOD; school ICT equipment; school infrastructure; mobile computers labs

Full Text:

PDF


References


Adhikari, J., Mathrani, A., Scogings, C. (2021). Analysis of technology-mediated pedagogies: Experiences from a BYOD initiative in New Zealand. 2021 IEEE Asia-Pacific Conference on Computer Science and Data Engineering (CSDE). https://doi.org/10.1109/csde53843.2021.9718393

Benvenuti, L., Van Der Vet, P., Van Der Veer, G. (2011). Sciences, computing, informatics: Who is the keeper of the real faith? In: Proceeding of Computer Science Education Research Conference. Open Universiteit, Heerlen, 73–78.

Blau, I., Shamir‐Inbal, T., & Hadad, S. (2020). Digital collaborative learning in elementary and middle schools as a function of individualistic and collectivistic culture: The role of ICT coordinators’ leadership experience, students’ collaboration skills, and sustainability. Journal of Computer Assisted Learning, 36(5), 672–687. Portico. https://doi.org/10.1111/jcal.12436

Chavez, J. V., Libre, J. M., Gregorio, M. W., & Cabral, N. P. (2023). Human resource profiling for post-pandemic curriculum reconfiguration in higher education. Journal of Infrastructure, Policy and Development, 7(2), 1975. https://doi.org/10.24294/jipd.v7i2.1975

Černochová, M., Novotná, J. (2020). Report on ICT in education in the Czech Republic. In: Comparative analysis of ICT in education between China and central and Eastern European Countries. Springer, pp. 107–131.

Devolder, A., Vanderlinde, R., van Braak, J., & Tondeur, J. (2010). Identifying multiple roles of ICT coordinators. Computers & Education, 55(4), 1651–1655. https://doi.org/10.1016/j.compedu.2010.07.007

Harris, J., Mishra, P., & Koehler, M. (2009). Teachers’ Technological Pedagogical Content Knowledge and Learning Activity Types. Journal of Research on Technology in Education, 41(4), 393–416. https://doi.org/10.1080/15391523.2009.10782536

Hooper, E., Peters, S., & Pintus, P. (2018). To what extent can long-term investments in infrastructure reduce inequality? Journal of Infrastructure, Policy and Development, 2(2), 193. https://doi.org/10.24294/jipd.v2i2.858

Javorcik, T., & Havlaskova, T. (2022). The Incorporation of Digital Technology into Education from the Point of View of School Principals and ICT Coordinators. 2022 20th International Conference on Emerging ELearning Technologies and Applications (ICETA). https://doi.org/10.1109/iceta57911.2022.9974862

Kay, R., Schellenberg, D. (2019). Comparing BYOD and one-to-one laptop programs in secondary school classrooms: A review of the literature. In: Society for information technology & teacher education international conference. Association for the Advancement of Computing in Education (AACE), 1862–1866.

Lai, K., & Pratt, K. (2004). Information and communication technology (ICT) in secondary schools: the role of the computer coordinator. British Journal of Educational Technology, 35(4), 461–475. Portico. https://doi.org/10.1111/j.0007-1013.2004.00404.x

León‐Jariego, J. C., Rodríguez‐Miranda, F. P., & Pozuelos‐Estrada, F. J. (2020). Building the role of ICT coordinators in primary schools: A typology based on task prioritisation. British Journal of Educational Technology, 51(3), 835–852. Portico. https://doi.org/10.1111/bjet.12888

Mawere, T., Manjeese, C., & Chigada, J. (2022). Secondary school teachers’ perceptions of BYOD among learners within the classroom. South African Computer Journal, 34(1). https://doi.org/10.18489/sacj.v34i1.952

McGarr, O., & McDonagh, A. (2013). Examining the role of the ICT coordinator in Irish post-primary schools. Technology, Pedagogy and Education, 22(2), 267–282. https://doi.org/10.1080/1475939x.2012.755132

Neumajer, O. (2020) Innovative concept of the function of the ICT coordinator/methodology (Czech). Řízení školy. 17(12): 6–8.

OECD (2010). Are the new millennium learners making the grade: Technology use and educational performance in PISA. Centre for Educational Research and Innovation Paris: CERI-OECD.

Pettersson, F. (2018). On the issues of digital competence in educational contexts—A review of literature. Education and Information Technologies, 23(3), 1005–1021. https://doi.org/10.1007/s10639-017-9649-3

Preston, C., Younie, S. (2015) Taking the Tablets: engaging the professional community in systemic change impacting on the pupils, the teachers and school policy. In: Handbook for Digital Learning in K-12 Schools, Springer. pp. 1–23.

Redecker, C. (2017) European Framework for the Digital Competence of Educators: DigCompEdu. Publications Office of the European Union.

Skues, J. L., & Cunningham, E. G. (2013). The role of e‐learning coaches in Australian secondary schools. Journal of Computer Assisted Learning, 29(2), 179–187. Portico. https://doi.org/10.1111/j.1365-2729.2012.00488.x

Strudler, N., & Hearrington, D. (2008). Quality Support for ICT in Schools. International Handbook of Information Technology in Primary and Secondary Education, 579–596. https://doi.org/10.1007/978-0-387-73315-9_34

TALIS (2019). TALIS 2018 Results (Volume I): Teachers and School Leaders as Lifelong Learners. OECD.

Umar, I. N., & Hussin, F. K. (2014). ICT Coordinators’ Perceptions on ICT Practices, Barriers and its Future in Malaysian Secondary Schools: Correlation Analysis. Procedia - Social and Behavioral Sciences, 116, 2469–2473. https://doi.org/10.1016/j.sbspro.2014.01.593

Watkins, R., Smith, D., & McBeth, M. (2019). iPads or computer labs? A technical communication classroom study. E-Learning and Digital Media, 16(5), 348–366. https://doi.org/10.1177/2042753019861838

Woo, D. (2023). The leadership of ICT coordinators: A distributed perspective. Educational Management Administration & Leadership, 51(2), 308–323. https://doi.org/10.1177/17411432209797

Woo, D. J., & Law, N. (2020). Information and communication technology coordinators: Their intended roles and architectures for learning. Journal of Computer Assisted Learning, 36(4), 423–438. Portico. https://doi.org/10.1111/jcal.12407

Zounek, J., Juhaňák, L., & Záleská, K. (2022). Teachers and Their Use of Digital Technologies in School. Young People and Learning Processes in School and Everyday Life, 47–84. https://doi.org/10.1007/978-3-030-90040-3_3




DOI: https://doi.org/10.24294/jipd.v8i4.3359

Refbacks

  • There are currently no refbacks.


Copyright (c) 2024 Antonin Jancarik, Vlastimil Hubert

License URL: https://creativecommons.org/licenses/by/4.0/

This site is licensed under a Creative Commons Attribution 4.0 International License.