Information and communication technology coordinators: Their intended roles and architectures for learning.
This paper explores the roles of information and communication technology (ICT) coordinators, using architectures for learning as the theoretical framework to identify (a) the structures and mechanisms utilized to decide the role of a coordinator and (b) those organized for the coordinator to realiz...
| Published in: | Journal of Computer Assisted Learning Vol. 36; no. 4; pp. 423 - 439 |
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| Main Authors: | , |
| Format: | research tables/charts Journal Article |
| Published: |
Wiley-Blackwell
Aug2020
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| Online Access: | View this record in EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=144562036&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 144562036 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Aug2020 vid: 36 iid: 4 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 144562036 144562036 145826661 144562036 10.1111/jcal.12407 144562036 ppf: 423 ppct: 16 formats: tig: atl: Information and communication technology coordinators: Their intended roles and architectures for learning. aug: au: Woo, David James Law, Nancy affil: Faculty of Education, University of Hong Kong, Pokfulam, Hong Kong sug: subj: Information Technology Labor Supply Professional Role Schools Learning Teaching Methods Human Semi-Structured Interview Concept Formation Decision Making Conceptual Framework Qualitative Studies Case Studies Male Female Curriculum Triangulation Data Analysis Software Content Analysis Constant Comparative Method Accountability Faculty Attitudes Support, Psychosocial Organizational Culture Male Female ab: This paper explores the roles of information and communication technology (ICT) coordinators, using architectures for learning as the theoretical framework to identify (a) the structures and mechanisms utilized to decide the role of a coordinator and (b) those organized for the coordinator to realize a role within a school context of ICT‐enabled, instructional reform. Data on ICT coordinator roles were collected from semi‐structured interviews with ICT coordinators and colleagues, and from school documents. The data were analysed and coded according to the elements of architectures for learning and shown to influence instructional reform. The paper presents four cases of ICT coordinators with roles intended to provide instructional support, technical support, both instructional and technical support, and neither instructional nor technical support. By comparing architectures for learning associated with different intended roles, we find that different conceptualizations of the ICT coordinator are connected to particular decision‐making mechanisms and organizational units found in a school. We also uncover differences in architectures for learning organized for ICT coordinators that are intended to provide instructional support compared with those intended to provide technical support. Using an architectures for learning framework in the design of an ICT coordinator role can be foundational to the successful participation of the role in the instructional reform. Lay Description: What is known: Teachers need ongoing, relevant and practical support to implement ICTs.ICT coordinators support teachers to implement ICTs.ICT coordinators rarely provide instructional support to teachers. What this paper adds: ICT coordinators have had explicit roles to provide instructional support.ICT coordinators and school leaders have designed ICT coordinator roles.ICT coordinators have been organized with structures and mechanisms to realize their intended roles. Implications for practitioners: The design of an ICT coordinator role influences how the coordinator supports teachers.ICT coordinators need appropriate structures and mechanisms to provide instructional support.ICT coordinators and school leaders should design ICT coordinator roles appropriate for context. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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