Page 37 - Mini-Module 4

2. Keeping up with students – on the other hand, it is often the case
that schools do not ‘keep up’ with the forms of communications
used regularly by students or their community. This may be
because of the cost factor of implementing ICT, or because of a
lack of will. An example of this is the family for whom the only
printed form of post received is the school’s newsletter and
letters such as excursion permission notes. Another example is
the school that is trying in vain to implement their school’s rule
that prohibits the use of mobile phones by students.

3. Improving student outcomes – does the adoption of media-space
communications improve student outcomes? School leaders need
to adopt an evidence-based and research-led approach to ICT.
What research is there that specific approaches to the use of ICT
leads to improved communications, practices and pedagogy?
Consider the following example; A school in a developing nation
is trying to weigh up if they should invest a large amount of their
available capital on the purchase of Interactive White Boards.
They should not purchase these simply because ‘all innovative
schools have them in developed countries’, rather they need to
review the research and evidence that such technology will lead
to enhanced pedagogical practices in their context.

4. Security – the importance of secure firewalls and other such
devices to prevent interference with school information systems is
paramount. Media-space systems should not be used unless
access for students (and parents) is through guaranteed secure
sites within the school’s network.

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