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An analysis of factors affecting ICT co-ordination and integration in schools

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posted on 28.03.2022, 19:44 by Raymond Montalban
ICT integration, or the use of these ICTs in everyday classroom practice, has become mandatory in many education systems. ICT integration is often but not exclusively led by ICT coordinators. Others may be assigned the role due to local constraints. However, ICT integration may not always benefit schools due to factors such as leadership, teachers' beliefs and ICT infrastructure provision. Using a case study method and Engeström's Activity Systems Analysis, the effect of school interactions and environmental elements on ICT co-ordination in two government high schools was investigated.The study revealed elements in these schools such as NSW Department of Education policies, conflicting responsibilities and lack of funding as important factors influencing ICT co-ordination. Interactions between the rules governing these schools, the available tools and the division of labour also influence ICT co-ordination efforts. This study holds implications for future research and for schools who may be wishing to improve the depth and efficiency of their ICT integration by improving the status of their ICT coordinators.


Table of Contents

1. Introduction -- 2. ICT integration -- 3. Responsibility for ICT co-ordination -- 4. Research problem and question -- 5. Research methodology -- 6. Methods -- 7. Results -- 8. Discussion -- 9. Conclusion -- 10. References -- 11. Appendices.


Theoretical thesis. Bibliography: pages 72-90

Awarding Institution

Macquarie University

Degree Type

Thesis MRes


MRes, Macquarie University, Faculty of Human Sciences, Department of Educational Studies

Department, Centre or School

Department of Educational Studies

Year of Award


Principal Supervisor

Maria Hatzigianni


Copyright Raymond Montalban 2018. Copyright disclaimer: http://mq.edu.au/library/copyright




1 online resource (106 pages)

Former Identifiers

mq:70556 http://hdl.handle.net/1959.14/1265436