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

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.