Literature review of group 3B

Focus of the research
• Why schools introduce widespread use of ICT?
• Some schools have “less success”, why?
• All staff are using ICT to enhance and extend learning in their subject area
• How to reduce the gap between “actual use” and “potential use”
Methodology
• Multi-method approach:- individual staff members- departments- whole school level
• Method used:- interview- questionaire- documentation- observation
Case study
• School A- comprehensive, mixed, community school serving students from age 11-18.- 1888 students- 80 staff- rural setting- wide catchment area >100sq miles- “Sports College” status
Research findings
• External influences- school vs external factors (how to react)- react à choice- choice à opportunity
Research findings
• Characteristics of the whole school, staff and internal process
• ICT implementation process: key events and characteristics
Data collection from school
• Four approaches to data collection:- strong leadership / high expectation from staff- “excellent” in many aspects, not only ICT.- +ve ethos and collaborative culture- well motivated and caring staff
Characteristics & ICT implementation process
• Key events: Key infrastructure- new buildings, appointment of key staff, resources allocation for ICT, training program, etc.
• Characteristics of the process- quality of management / leadership- access to resources- training & support- development à a long term process
Key strands- quality of people- resources- training & support




Tearle, P. (2003). ICT implementation: what makes the difference. British Journal of Educational Technology, 34(5), 567-583.