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Management of Education in the Information Age

The Role of ICT

  • Conference proceedings
  • © 2003

Overview

Editors:
  1. Ian D. Selwood

    1. The University of Birmingham, UK

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  2. Alex C. W. Fung

    1. Hong Kong Baptist University, China

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  3. Christopher D. O’Mahony

    1. The Royal High School, Bath, UK

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Part of the book series: IFIP Advances in Information and Communication Technology (IFIPAICT, volume 120)

Included in the following conference series:

Conference proceedings info: ITEM 2002.

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Table of contents (19 papers)

  1. Front Matter

    Pages i-vii
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  2. Management of Education in the Information Age

    1. Management of Education in the Information Age

      • Ian D. Selwood, Alex C. W. Fung, Christopher D. O’Mahony
      Pages 1-7

  3. ICT for Managing Student Learning

    1. Front Matter

      Pages 9-9
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    2. Management and the Use of ICT in Subject Teaching

      • Leonard Newton
      Pages 11-20

    3. Data Use in the Classroom

      • Christopher Thorn
      Pages 21-30

  4. ICT for Managing Educational Institutions

    1. Front Matter

      Pages 31-31
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    2. The Results of Implementing Sims in English Secondary Schools

      • Adrie Visscher, Phil Wild, Debbi Smith
      Pages 33-45

    3. The Implementation of Item in Botswana

      • Coach Kereteletswe, Ian Selwood
      Pages 47-61

    4. The Impact of ICT on the Work of the School Principal

      • Margaret Haughey
      Pages 63-71

    5. Information Technology and Control in Educational Management

      • Arthur Tatnall, Allan Pitman
      Pages 73-82

    6. Involving the Academic

      • Bill Davey, Arthur Tatnall
      Pages 83-91

    7. Portal Technology for Integrated, User-Centric University Information Systems

      • Marko Bajec, Viljan Mahnič, Marjan Krisper
      Pages 93-101

  5. The Management of E-Learning

    1. Front Matter

      Pages 103-103
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    2. Fostering Web Based Teaching and Learning in a University

      • Alex Fung, Jenilyn Ledesma
      Pages 105-117

    3. Learner and Course Interoperability in a Web Based Training Model

      • Rima Abdallah, Abdelmalek Benzekri, Ali El Hajj, Ibrahim Moukarzel
      Pages 119-127

    4. Collaborative Work Tools in Learning Environments

      • Mario Marrero, Celso Perdomo, Jorge Rodríguez, Antonio González
      Pages 129-138

  6. ICT Training for Educational Professionals

    1. Front Matter

      Pages 139-139
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    2. Managing ICT Access and Training for Educators

      • Christopher O’Mahony
      Pages 141-154

    3. Assessing the ICT Training Conditions for Educational Managers

      • Javier Osorio
      Pages 155-166

    4. Managing Learning Environments in Schools

      • Maureen Lambert, Patrick Nolan
      Pages 167-180
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  1. Management of Education in the Information Age

Keywords

About this book

At two previous conferences of Working Group 3. 7, the evaluation of the implementation of computerised school information systems (SISs) in Hong Kong and The Netherlands were presented. Here, we will present the results of similar research in England. The rationale for these studies was to fill the gap in our knowledge on this important type of computer use in schools, and, by that, to gain insight into the factors that prove to promote successful SIS­ implementation. In England SIMS (School Information Management System) has the largest market share of computerised school administration systems. SIMS is a modular but integrated system in that once entered, data is available between modules. Briefly, SIMS consists of about twenty modules that support the work of clerical staff and school managers and teachers (for details see Wild & Walker 2001). 2. RESEARCH QUESTIONS AND RESEARCH FRAMEWORK The following questions were addressed: - The extent of, and ways in which SIMS was used in schools; - The user opinion on the quality of SIMS; The nature and effects of the implementation process, and the characteristics of the schools into which SIMS was introduced; - Factors affecting the degree of SIMS use. The variables relating to the above issues that were investigated in this study fell into five distinct categories according to Visscher's model (see Figure 1), i. e. , features of SIMS use, the implementation process, school organisation, and the intendedlunintended effects. The study assumed possible interrelationships between all these variable groups.

Editors and Affiliations

  • The University of Birmingham, UK

    Ian D. Selwood

  • Hong Kong Baptist University, China

    Alex C. W. Fung

  • The Royal High School, Bath, UK

    Christopher D. O’Mahony

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