A case of intention deficit disorder? ICT policy, disadvantaged schools, and leaders.

Autor/inn/en	Thomson, Pat; Nixon, Helen; Comber, Barbara
Titel	A case of intention deficit disorder? ICT policy, disadvantaged schools, and leaders.
Quelle	In: School effectiveness and school improvement, 17 (2006) 4, S. 465-482Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Beigaben	Illustrationen
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0924-3453; 1744-5124
DOI	10.1080/09243450600743590
Schlagwörter	Informationstechnologische Bildung; Kompetenz; Computernutzung; Informationsgesellschaft; Australien; Lehrer; Lehrerfortbildung; Schüler; Schule; Wettbewerb; Informationsgesellschaft; Projekt; Analyse; Schulleiter; Kompetenz; Globalisierung; Schule; Schulleiter; Primarbereich; Sekundarbereich; Lehrer; Lehrerfortbildung; Schüler; Projekt; Sozioökonomische Lage; Globalisierung; Wettbewerb; Analyse; Benachteiligung; Australien
Abstract	Since the mid-1990s, government policies in the USA, Canada, England, and Australia have promoted the need to produce an ICT skilled workforce in order to ensure national competitiveness in globalised economic conditions. In this article, [the authors] examine the ways in which these policy intentions in 1 state in Australia were translated into a techno-determinist and technocentric plan which focused primarily on getting wired up and connected. [They] summarise the findings from 2 projects: an investigation of a state-wide principals' professional development programme and an action research study investigating literacy, educational disadvantage, and information technologies. [The authors] found significant differences in the distribution of the physical and human capabilities between schools which made the task of engaging with ICT harder for some than others. Nevertheless, they suggest that some school leaders did develop innovative practice. We suggest that policy deficits made it difficult for school leaders to grapple with the dimensions of and debates about the kinds of educational changes that schools and school systems should be making. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2007/2