Using Information and Communication Technologies in School Administration: Researching Greek Kindergarten Schools

Abstract

New technologies are widely used in several domains of human activity and business, including education, because of their positive impact on information management and service delivery. Considering technology’s ability to provide for advanced and updated technological tools and applications, information and communication technologies (ICT) have been increasingly incorporated into school administration, in order to improve the organization of official data and to facilitate administrative transactions. This research aims to determine the level of technological infrastructure present in Greek kindergarten schools and also to examine the extent to which this equipment meets their administrative needs, as well as the conditions that influence the implementation of ICT in school management.

Relationship Between Principal Technology Leadership Practices and Teacher Ict Competency

“…Technology advancement is forcing teachers to engage with various types of technology in carrying out their routine teaching work (Prokopiadou, 2012;Teo, 2015). In order to be effective, teachers should strive to improve their pedagogical knowledge and instructional skills to enhance student learning.…”

Sociological Study of Developmental Literacy Education with Emphasis on Virtual Education and Reference to Iran

“…Today in advanced countries Information and communication technology is the driving force behind the realisation and implementation of the information society. They are facilitating and ensuring the effectiveness of information services and systems, and a valuable instrument for restricting the social exclusion phenomenon and for promoting social and geospatial coherence [1]. The study carried out by Papadakis [2] gives an example of application of ICT services in promoting educational cooperation and describes that the European Commission eLearning Programme, since 2014, has launched eTwinning which is integrated into Erasmus+, the European Programme for Education, Training, Youth and Sport, since 2014, and has the participation of more than 358,000 teachers from 36 European countries and 155,000 schools and implemented more than 40,000 projects.…”

“…Scheuermann [3], Correa et al [4], Yunus et al [5], Papadakis & Kalogiannakis [6] emphasise the great impact and the constructive role of technology in the educational environment. Papadakis & Kalogiannakis [1] carried out another research on the application of ScratchJr in Greece preservice kindergartens.The results confirmed that it is an appropriate educational environment as a platform for the development of educational resources to support science teaching and learning. But no doubt the efficient use of ICT in education has other requirements too; they include the need for ongoing technical support and training [7].…”

A change agent’s facilitation process for overcoming the barriers of ICT adoption for educational administration – The case of a rural-Bangladesh vocational institution

“…The educator's knowledge and familiarity with computers is explained by the following common responses: the training program they had attended was inadequate, they were either approaching retirement or had not attended any relevant training program because there was no such program in their area, or they had applied to attend a training program but their application was not accepted by the service in charge. It investigated the dependency of the degree of educators' familiarity with computers on: the age and the gender of the respondents; their perception of the importance of ICT to school administration; how frequently they used ICT for their administrative tasks; and whether or not the management of their administrative information was based on an information system (Prokopiadou, 2012). The result was that the young and the male educators are more likely to be more familiar with the use of computers.…”

“…Based on a review of literature, the professional use of ICT can be categorized into two types: firstly, supportive use including preparation activities for the classroom; and secondly, management use, referring to "teachers' general duties in the functioning of schools as organizations" (Meneses et al, 2012, p. 916). The management use encompasses the conduct of management and administrative tasks (Prokopiadou, 2012;Saiti & Prokopiadou, 2009) , 2008), and interaction with students and parents (Ward & Parr, 2010). This study deals with the adoption of ICT in management and administrative tasks.…”