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.465-482 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0924-3453
Schlagwörter	Foreign Countries; Information Technology; Disadvantaged Schools; Action Research; Educational Change; Educational Policy; Labor Force Development; State Programs; Principals; Literacy; Professional Development; Program Effectiveness; Technology Education; Instructional Innovation; Australia; Canada; United Kingdom (England) + Suchen Sie Ihr Suchwort? Ausland; Informationstechnologie; Projektforschung; Bildungsreform; Politics of education; Bildungspolitik; Arbeitskräftebestand; Regierungsprogramm; Principal; Schulleiter; Alphabetisierung; Schreib- und Lesefähigkeit; Technisch-naturwissenschaftlicher Unterricht; Educational Innovation; Bildungsinnovation; Australien; Kanada
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, we 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. We 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. We 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, we 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. (Contains 1 figure, 2 notes and 1 table.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10