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Building the role of ICT coordinators in primary schools: A typology based on task prioritisation
Author(s) -
LeónJariego José C.,
RodríguezMiranda Francisco P.,
PozuelosEstrada Francisco J.
Publication year - 2020
Publication title -
british journal of educational technology
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.79
H-Index - 95
eISSN - 1467-8535
pISSN - 0007-1013
DOI - 10.1111/bjet.12888
Subject(s) - information and communications technology , typology , ambiguity , multidimensional scaling , psychology , task (project management) , knowledge management , pedagogy , mathematics education , public relations , sociology , political science , computer science , management , programming language , machine learning , anthropology , law , economics
Although the school ICT coordinator’s role has been institutionally defined by the Andalusian Education Administration (Spain), individual factors may be key in the emerging role‐building process. Multidimensional scaling (MDS) of the priority given by coordinators to their different functions and a subsequent cluster analysis of the MDS solution were used to identify role orientations among ICT coordinators in primary schools of Andalucía (Spain). Three orientation clusters were identified: “support of ICT use in the classroom” (67.1%), “promote ICT use in the classroom” (17.8%) and “planning and maintenance of ICT equipment in the school” (15.1%). The interest in separating technical and pedagogical duties into two profiles and the perceived organisational support from the Teachers Centres (TCs) differed in the three role orientation types. Finally, strategies are suggested to reduce role ambiguity and role conflict in ICT coordinators. A clearer definition of the role would improve their leadership in ICT implementation in schools.