Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.654588
Title: The quest for e-maturity: A study of the development and implementation of an analysis framework for English schools
Author: Labbe, Christian
ISNI:       0000 0004 5358 9939
Awarding Body: University of Bristol
Current Institution: University of Bristol
Date of Award: 2014
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Abstract:
Research suggests that the use of ICT in schools should prepare 21st century citizens . mainly because this technology would allow students transcend in their cognitive limitations. Despite of this, schools are still preparing students for an industrialized world. For this crossway, educational policymakers have been designing and implementing policy instruments to help schools in moving away from their status quo through and with ICT. In particular the UK government implemented in 2005 an ICT analysis framework for schools. This qualitative research was designed to contribute to the understanding of the conceptual and practical implications of this framework through a documental analysis· of policy documents and interviews of a sample of a wide range of educational actors (policymakers, Local Educational Authorities, local ICT advisors, head teachers, school ICT leaders and teachers) based on grounded theory approaches. In particular this research looked to question if the ICT analysis framework was an effective vehicle to support schools to shift from an 'industrial school model' to a 'knowledge school model' . Results from this research show that the implicit school model of the SRF is based on traditional 'industrial' forms of schooling therefore the use of ICT is conceived to improve current school practices. Moreover, management issues are put in the center of managing school change with ICT. Findings also show that policymakers and educational actors interpret the SRF with or without any knowledge or evidence but intermediaries play a key role to reduce misunderstandings. Finally, the evidence shows that the SRF failed to help schools to change their school models from an industrial to knowledge society school model. The failure of the SRF is related to structural, historical and systemic barriers to innovation and change in schools. However, there is some evidence from the educational actors that educational change with/through ICT depends mostly on school leadership and the school history of change. Based on these findings it is recommended an analysis of existing frameworks to work from school culture to manage change through/with ICT. A longitudinal research with schools that are still using the SRF and the incorporation of more critical views of participants could be considered for further research to see what schools look like today and the changes they- have made.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.654588  DOI: Not available
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