Page 18 - Leadership Basics 5

Strategic adoption of Media‐space Communications

Unfortunately media‐space technology can be adopted by school’s without coherent preparation –
that is, it can be almost thrust upon schools by external factors and through an ad‐hoc and headlong
rush into new technologies.

With regards to the example 1, “SMS messaging” above, the school has to carefully evaluate if
parents will respond positively to receiving SMS messages on their mobile phones (cell phones)
about their children’s absences, or if they will find such communications intrusive and inappropriate.

In Case Study 4 (page 20), “Ratemyteacher.com”, for instance, the school has been forced into
rapidly developing and implementing a policy on the use of websites as a communication device
between students.

In deciding upon media‐space communications, school leadership needs to consider such factors as:

1. Appropriate technology – while the school may be able to afford and have the skills to
adopt particular ICT methods, are the parents and families of their community similarly
skilled? For example, if the school switches to email based communications, do all parents of

students have daily access to this form of communication?

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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