From ICT coordination to ICT integration: a longitudinal case study

Abstract This study utilizes a school‐improvement perspective to examine the role of curriculum coordination in the integration of information and communication technologies (ICT) into primary schools. The nature and impact of this role is examined in seven primary schools in Australia. These seven schools were drawn from a longitudinal intervention that provided additional ICT‐related resources and personnel to the schools. An instrument, referred to as the Learning Outcomes and Pedagogy Attributes (LOPA) measure, was developed and charted for the seven schools over the 4‐year data collection period. The changes in LOPA score over time were then analysed in terms of the conditions at the school with regard to curriculum ICT coordination. The study concludes that the coordinator role and school leadership in general, play critical but varying roles in the complex process of ICT integration into schools. Success appeared to be associated with the support provided for the role, the extent to which the role was connected to school leadership, personal leadership characteristics of those in the role and the strategies employed within the role.