The role of ICT coordinator. Priority and time dedicated to professional functions

Miranda, Francisco de Paula Rodríguez; Estrada, Francisco José Pozuelos; Jariego, José Carlos León

doi:10.1016/j.compedu.2013.11.009

Cited by 23 publications

(11 citation statements)

References 31 publications

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“…All of the collected statements showed that managing a school website today is easy and does not require specific sophisticated training, although it does take time and dedication. A barrier in the development of this tool could be the very identity of ICT coordinators, who see themselves more as support for their colleagues in the implementation of the ICT curriculum than as the institution's website managers, with the latter task taking second place (Rodríguez-Miranda et al, 2014).…”

Section: Discussionmentioning

confidence: 99%

“…The person responsible for the school website is the information and communication technology (ICT) coordinator (Balas, Mirea, & Mirea, 2014;McGarr & McDonagh, 2013;Rodríguez-Miranda, Pozuelos-Estrada, & León-Jariego, 2014). In the coordinator's absence, that responsibility may be taken on by a member of the management team, whose main task is to ensure the use of the new technologies in the school.…”

Section: Introductionmentioning

confidence: 99%

“…A study in Ireland conducted by McGarr and McDonagh (2013) showed that the ICT coordinator plays an important role in tasks such as the implementation of ICT in the curriculum and the maintenance of computer equipment within the school. A study carried out in Spain by Rodríguez-Miranda et al (2014), based on 101 ICT coordinators in the Andalusia region, revealed that their main roles are working with and guiding teachers in the use of ICT, and enabling the use of digital content in the school, with the administration of the school website being their least important function. Perhaps this explains why management of the school website has been the least researched of all the tasks performed by ICT coordinators.…”

Section: Introductionmentioning

confidence: 99%

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The management of schools’ websites in Cantabria, Spain

Álvarez

Inés-García

2017

Research in Learning Technology

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School websites are not only sources of information and documentation, but also means of communication that are increasingly being accessed by members of society, especially by the different educational communities, thanks to the democratisation of Internet access. This paper deals with a qualitative research project in which information and communication technology coordinators of infant and primary publicly funded private schools (concertados) and state schools in urban, rural and semi-urban/rural areas within the Region of Cantabria (Spain) were interviewed in order to understand how school websites are managed. The findings show a range of views and practices in the schools' management of their websites, some positive developments in their uses and functions, and numerous opportunities for improvement. School websites are essential communication tools, which need to be continuously improved/updated by their managers, with the support of the education authorities. ARTICLE HISTORY

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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The management of schools’ websites in Cantabria, Spain

Álvarez

Inés-García

2017

Research in Learning Technology

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“…Por otra parte, se recomienda actualizar los contenidos semanalmente para no caer en la obsolescencia, ya que los usuarios necesitan siempre nuevos contenidos (Du Preez, 2007;Romero et al, 2002). Asimismo, la figura del coordinador TIC, como persona encargada de dinamizar la web y al equipo docente encargada de su implementación y seguimiento es fundamental (Balas, Mirea y Mirea, 2014;McGarr y McDonagh, 2013;Rodríguez, Pozuelos y León, 2014).…”

Section: Fundamentación Teóricaunclassified

Análisis de las Páginas Web de los Centros Públicos de Educación Secundaria de Cantabria (España)

Tardío-Crespo

Álvarez

2018

REICE

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Con la profunda transformación social que ha provocado la integración de las TIC en nuestro día a día, los modos de comunicación en el mundo educativo han evolucionado hacia internet y hacia un universo en red. Este hecho ha convertido a las páginas web de los centros educativos, entre otros elementos, en herramientas catalizadoras del panorama escolar. Con la finalidad de conocer la presentación de los contenidos de dichas páginas ante sus diferentes públicos se ha llevado a cabo en el presente trabajo una investigación para analizar las sedes web de los cuarenta y ocho centros públicos de Educación Secundaria de la Comunidad Autónoma de Cantabria. El análisis se ha llevado a cabo en relación a su contenido, organización, navegación, apariencia, diferenciación, velocidad, utilidad y accesibilidad. Los resultados obtenidos revelan cifras realmente alentadoras, como que sólo un 27'08% y 14'58% muestran deficiencias en su organización y claridad. Cabe destacar por otro lado, que la nota media de los sitios web en utilidad para las partes interesadas es de un 8'19 de valoración en su conjunto. Nos encontramos en líneas generales ante sitios webs con un claro carácter progresivo, activo e interactivo, aunque es posible concluir sugiriendo algunas mejoras como facilitar una difusión más rica de recursos útiles, así como suministrar una mayor exposición de los planes y proyectos más importantes del centro en algún apartado de las páginas web de los centros educativos.

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“…It is important to recognize that technology leadership does not refer to the MT only. ICT coordinators are also in the position to create the conditions to develop a shared ICT policy (Özdemir, & Kılıç, 2007; Tondeur, Cooper, & Newhouse, 2010), although such work relates more to technical than to educational issues (Rodríguez-Miranda et al, 2014). In Andalusia, Spain, directors recommend naming a teacher ICT coordinator for curriculum matters, making this person the technology leader for proper integration of ICT in the learning program.…”

Section: Theoretical Backgroundmentioning

confidence: 99%

School technology leadership in a Spanish secondary school: The TEI model

2017

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This study analyzes the perception that teachers and management team members in secondary school education have of technology-based educational innovation (TEI). Two questionnaires and in-depth interviews permit us to analyze leaders’ perspective of planning, development, and evaluation. The school leaders’ view diverges from that of the regional/national education policy makers and is closer to the view developed in pedagogy for leading the process of introducing technology in classrooms and influencing innovation in teachers’ practice. Based on reflection on the leadership–technology–innovation relationship, we derive a top-down model for use by teachers, schools, the community, and education authorities.

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The role of ICT coordinator. Priority and time dedicated to professional functions

Cited by 23 publications

References 31 publications

The management of schools’ websites in Cantabria, Spain

The management of schools’ websites in Cantabria, Spain

Análisis de las Páginas Web de los Centros Públicos de Educación Secundaria de Cantabria (España)

School technology leadership in a Spanish secondary school: The TEI model

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