Management of Education in the Information Age: The Role of ICTIan D. Selwood, A. Fung, Christopher D. O'Mahoney Springer Science & Business Media, 30 apr 2003 - 206 pagine At two previous conferences of Working Group 3. 7, the evaluation of the implementation of computerised school information systems (SISs) in Hong Kong and The Netherlands were presented. Here, we will present the results of similar research in England. The rationale for these studies was to fill the gap in our knowledge on this important type of computer use in schools, and, by that, to gain insight into the factors that prove to promote successful SIS implementation. In England SIMS (School Information Management System) has the largest market share of computerised school administration systems. SIMS is a modular but integrated system in that once entered, data is available between modules. Briefly, SIMS consists of about twenty modules that support the work of clerical staff and school managers and teachers (for details see Wild & Walker 2001). 2. RESEARCH QUESTIONS AND RESEARCH FRAMEWORK The following questions were addressed: - The extent of, and ways in which SIMS was used in schools; - The user opinion on the quality of SIMS; The nature and effects of the implementation process, and the characteristics of the schools into which SIMS was introduced; - Factors affecting the degree of SIMS use. The variables relating to the above issues that were investigated in this study fell into five distinct categories according to Visscher's model (see Figure 1), i. e. , features of SIMS use, the implementation process, school organisation, and the intendedlunintended effects. The study assumed possible interrelationships between all these variable groups. |
Sommario
Management and the Use of ICT in Subject Teaching | 11 |
Data Use in the Classroom | 21 |
The Results of Implementing SIMS in English Secondary Schools | 33 |
The Implementation of ITEM in Botswana | 47 |
The Impact of ICT on the Work of the School Principal | 63 |
Information Technology and Control in Educational Management | 73 |
Involving the Academic | 83 |
Portal Technology for Integrated UserCentric University | 93 |
Collaborative Work Tools in Learning Environments | 129 |
Managing ICT Access and Training for Educators | 141 |
Assessing the ICT Training Conditions for Educational Managers | 155 |
Managing Learning Environments in Schools | 167 |
The Managements of eLearning | 183 |
Management System in the Classroom | 189 |
Core Conpetences for ITEM | 195 |
Fostering Web Based Teaching and Learning in a University | 105 |
Learner and Course Interoperability in a Web Based Training Model | 119 |
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Management of Education in the Information Age: The Role of ICT Ian D. Selwood,A. Fung,Christopher D. O'Mahoney Anteprima non disponibile - 2012 |
Parole e frasi comuni
academic staff access to ICT Actor-network theory analysis application areas attractiveness based teaching BECTA Botswana CBAM classroom collaborative communication technology course curriculum database decision-making decisions discussion district e-learning education system Educational Management effective evaluation examination factors folder framework functions Fung Gartner Group Gran Canaria Groupware Hajj HKBU ICT resources identified IFIP implementation improvement Infinium Information Technology initiative institutions integration interaction Internet interoperability issues ITEM learner LTSA Management Information Systems Microsoft NetMeeting needs Nolan organisation outcomes paper planning potential principals problems professional development RealNetworks reported response role school administration school information systems school managers Selwood sensemaking SIMS manager skills SSADM standard strategy student records systems survey Table Taskforce teachers teaching and learning Technology in Educational Telem University University of Ljubljana users variables Visscher WebCT workspace