The document develops a theoretical framework for identifying important factors that influence the implementation of information and communication technology (ICT) in schools. It draws on literature around organizational change management and the use of ICT in schools. The framework examines characteristics of the organization, practical/material factors, the change process, and individual attitudes. Key factors identified include resources, time, training, leadership, culture, attitudes towards change and technology, and understanding how ICT can enhance learning. A case study was conducted to apply and reinforce the theoretical framework.
1. A theoretical and instrumental framework
for implementing change in ICT in
education
Penni Tearle
University of Exeter, UK
2. Introduction
The implementation of ICT to enhance and extend learning process across
whole school has proved challenging than before
How What context What purpose
3. The objective of the research
To address this by developing a theoretical framework for the identification of
important factors in relation to ICT implementation in a UK secondary school.
5. Managing Change
Two key influences regarding the implementation of change emerge from the
literature:
1. Characteristics of the organization or environment into which change
expected(Senge,1992;MacGilcrhist et al,1997;Robinson,2000)
2. Particular model adopted for the change management process (Zaltman&
Duncan,1997;Hord et al,1987;Rogers,1995)
7. The implementation of ICT in a school
In addition, to generic management issues, there are a number of specific factors
to consider:
1. Fundamental need for staff and students to have access to computers, and for staff
to be able not just operate them, but also understanding of the pedagogy to use
them.
2. Teacher not only learn the new set of skills required to use and apply technology
with confidence but also reconceptualise learning in order to work with technology.
8. Practical Factors Attitude and Etos
Availability of technology Individual attitude, belief and
Time Characteristics and ethos of the
organization
Training and support
Coordination and management
9. Table 2 What is the school's position with regard to student access to
computers
The organization
Characteristics, culture and ethos Does the school have a learning culture? Is it adaptive? Is
it collaborative?
What can be said of the leadership of the school and the
role of senior management
What importance is associated with external influences?
How does the school view and address problems? Are they
friend or foe?
How does the idea of contention seem to rest?
Does the organizational structure appear open and
flexible?
What is the school's position with regard to student access
to computers
10. Practical/material factors
Resources Resources d Are there sufficient computers and are they
`fit for purpose'?
Where are they located and how is access arranged?
Are they reliable?
Time Is there recognition of time needed for technology
integration and the associated issues?
Training and support
Coordination and management
Is there a programme relating to development of ICT use?
Does it address pedagogical need as well as skills?
Are technical, senior manager and peer support structures
are in place?
How is ICT coordinated? Who are the key people and
what are the processes? d What is the role of senior
management?
11. Change process
Change process Relative advantage: is it seen as bringing in
something better than existed already?
Compatibility: is the process for implementing
ICT in keeping with other aspects of the school
and its workings? Complexity: how is
consideration of the ease/difficulty of this
particular change for individual staff members
understand and undertake addressed?
Implementation Trialability: can people try it out first before fully
committing themselves? d Observability: is it
possible for people to see successful outcomes?
d What barriers can be identified: social,
organizational and psychological? What is being
done to anticipate/recognise them?
Stages of the process What are the stages of the process? d What
cognitive stages and levels of ICT use will
individuals pass through?
How will individual and collective progress be
monitored and reviewed?
12. Individual Behavior intention:
Attitude What are individual attitudes to using ICT for
teaching and learning? d How motivated and
committed are people in general and towards
ICT use?
Subjective norm How do people perceive the way those who
use ICT are viewed by their peers?
Control beliefs Do people think they have some degree of
control and choice over their actions in
to ICT use?
Knowledge and understanding
Approach to change
Do people understand how ICT can enhance
teaching and learning and see the value in
using it?
How do individuals view change? d To what
extent do individuals function as `critical
consumers', developing their own personal
strategies for implementing ICT?
13. Case study
Using an interpretive approach, a single case study strategy (Yin, 1989; Stake, 1995)
was adopted
A multi-method approach was used in order to obtain a rich picture of the process
of ICT implementation, noting characteristics, catalysts and barriers
14. Data collection and analysis
The case was approached in an open and enquiring manner, with the theoretical framework
guiding, but not restricting data collection.
Chronologically, the questionnaire was the first tool to be implemented in the study, and
was issued to every member of staff at the school
Semi-structured interviews were undertaken with 12 staff members, including the head
teacher
The subsequent data reduction and analysis was undertaken using a coding structure
grounded in the data (Strauss & Corbin, 1998
15.
16. conclusion
There was considerable synergy between the theoretical framework and the practical
model.
The study serves to re-enforce the fact that change provides positive learning opportunities,
but that it takes time, and makes demands on people
17. 1. Faktor apa saja yang mempengaruhi dalam penerapan ICT?
