(Ebook PDF) Pathways to Institutional Improvement with Information Technology in Educational Management 1st edition by CJ Patrick Nolan, ‎A Fung, ‎Margaret Brown isbn 9780306470066 0306470063 full chapters

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ISBN 10: 0306470063

ISBN 11: 9780306470066

Author: C.J. Patrick Nolan, ‎A. Fung, ‎Margaret Brown

Pathways to Institutional Improvement with Information Technology in Educational Management
IFIP TC3/WG3.7 Fourth International Working Conference on Information Technology in Educational Management July 27–31, 2000, Auckland, New Zealand

Table of Contents:

• 1. BACKGROUND
• 2. CONTEXT
• 3. STRUCTURE
• 3.1 Models for supporting and enhancing professionalpractice
• 3.2 CSIS models and designs
• 3.3 Evaluation of system effects
• 3.4 Making a Difference through training and professionaldevelopment
• ACKNOWLEDGEMENTS
• REFERENCES
• 1 Managing Assessment: Using Technology to Facilitate Change
• 1. INTRODUCTION
• 2. BACKGROUND
• 3. USINGCSIS TO FACILITATE CHANGE
• 4. SUMMARY
• 5. IMPLICATIONS
• REFERENCES
• 2 The Distance Ecological Model to Support Self/Collaborative-Learning in the Internet Environment
• 1. INTRODUCTION
• 2. DISTANCE EDUCATIONAL MODEL BASED ONSCOUTS
• 2.1 Distance EducationalModel
• 2.1.1 Subject-contents unit
• 2.1.2 Teaching knowledge/skills
• 2.1.3 Learningmedia(form)
• 2.2 “Cell” definition
• 3. OUTLINE OF THE TEACHER TRAINING SYSTEM
• 3.1 Training system
• 3.2 Authoring systemfor creating and editing a “cell”description
• 4. CONCLUSION
• REFERENCES
• 3 Educational Centres as Knowledge Organisations Training Future Knowledge Workers: The Role of IT
• 321. INTRODUCTION
• 2. KNOWLEDGE AND INFORMATION TECHNOLOGY
• 3. INFORMATION TECHNOLOGY: A TOOL FOR KNOWLEDGE MANAGEMENT
• 4. THE ROLE OFTHEEDUCATIONALSYSTEM
• 5. AN EDUCATIONAL FRAMEWORK FOR IT
• 6. ANEWVISION FOR EDUCATIONAL CENTRES
• 7. CONCLUSIONS
• REFERENCES
• 4 Developing SoftwareforSchoolAdministration and Management
• 1. INTRODUCTION
• 2. WHY FLEXIBILITY?
• 2.1 BusinessRulesandFlexibility
• 3. TRADITIONAL APPROACHES TOFLEXIBILITY ANDADAPTABILITY
• 3.1 Parameterisation
• 3.2 UsingDatabaseMechanisms
• 4. BUSINESS RULES APPROACH
• 5. BUSINESS RULES ASSOCIATED TECHNOLOGIES
• 5.1 Database-IndependentTools
• 5.2 Server-Based Tools
• 5.3 Rule-Based Systems
• 6. SUMMARY
• REFERENCES
• 5 Open ITEM Systems are Good ITEM Systems
• 1. INTRODUCTION
• 2. SYSTEMS FOR RECORDING STUDENT ABSENCES
• 3. PROBLEMSWITHNON-INTEGRATEDFUNCTIONAL SYSTEMS
• 4. WHO ‘OWNS’ THE ITEM SYSTEM?
• 5. ISSUES OFDATAREDUNDANCY, CLOSEDSYSTEMS AND INTEGRATION
• 6. PREDICTING EACH SCHOOL’S FUTUREINFORMATION NEEDS
• 7. ALTERNATIVE APPROACHES ANDRECOMMENDATIONS
• 8. CONCLUSION
• REFERENCES
• 6 Information Systems for Leading and ManagingSchools: Changing the Paradigm
• 1. INTRODUCTION
• 2. PURPOSE
• 3. METHOD
• 4. BACKGROUND
• 5. LEARNING COMMUNITIES IN ACTION
• 6. CASE STUDIES
• 6.1 School One
• 6.2 School Two
• 6.3 School Three
• 7. CONCLUSIONS
• REFERENCES
• 7 CSIS Usage in School Management: A Comparison of Good and Bad Practice Schools
• 1. INTRODUCTIONAND PROBLEM STATEMENT
• 2. THEORETICAL FRAMEWORK
• 3. METHOD
• 4. RESULTS
• 4.1 Extent of managerial use
• 4.2 Factors promoting managerial use
• 4.3 School management attitude
• 4.4 Extent of training
• 4.5 Internal support
• 4.6 Consultation on educational and administrative matters
• 5. CONCLUSION
• 5.1 Recommendations
• REFERENCES
• 8 HasaDecade ofComputerisationMade a Difference in School Management?
• 1. INTRODUCTION
• 2. METHODOLOGY
• 2.1 The SIMS system
• 2.1.1 A brief description of SIMS modules
• 3. RESULTS
• 3.1 Frequency of modules used
• 3.2 SIMS use in previous case studies
• 3.3 Number of hours spent per week using SIMS
• 3.4 Workload and stress using SIMS compared to previoussystems
• 3.5 Modules used in making managementdecisions
• 3.6 Respondents’ experience using computers
• 3.7 System quality
• 3.8 Training in system use
• 3.9 Access to help
• 3.10 Levels ofuser satisfaction
• 3.11Users’ comments
• 4. CONCLUSIONS
• 4.1 The changing role of the information system ineducational organisations
• 4.2 Changesinsystem useandperception overthe decade
• 4.3 User requirements and system functionality
• 4.4 The survey population
• 4.5 Summary
• 4.6 Further analysis
• REFERENCES
• 9 SAMS in Hong Kong Schools: A User Acceptance Audit
• 1.INTRODUCTION
• 1.1 Background of the SAMs project
• 1.2 The theoretical framework of the research
• 1.3 The research study
• 2. RESEARCHMETHOD
• 2.1 Data collection
• 2.1.1 PhaseI quantitative datacollection
• 2.1.2 Phase II qualitative data collection
• 2.1.3 Phase III quantitative data collection
• 3. FINDINGS FROMTHEPHASEIIISURVEY
• 3.1 The extent of SAMS use in Hong Kong schools
• 3.2 Users’ satisfaction with SAMS
• 3.3 Users’ difficulties inimplementingSAMS
• 4. FINDINGS FROM THE QUALITATIVE INTERVIEWS
• 4.1 Factors that promote the use of SAMS
• 4.1.1 Direct motivation
• 4.1.2 Indirect motivation
• 4.2 Factors that hinder the implementation and use of SAMS
• 4.2.1 Unwillingness to transfer (to abandon existing system)
• 4.2.2 Staff resistance
• 4.2.3 Felt need forchange
• 4.2.4 School readiness
• 4.2.5 System reliability and hardware performance
• 4.2.6 System design
• 4.2.7 System support
• 4.2.7.1 Hotline support
• 4.2.7.1 Hotline support
• 4.2.7.2 Hardware support
• 4.2.7.3 User manual support
• 4.2.8 SAMS training
• 4.3 Users’ suggestions forimprovement
• 4.3.1 Effectiveness of the system
• 4.3.2 Effectiveness of the support
• 5. CONCLUSION
• 5.1 The future of SAMS
• REFERENCES
• 10 HowshouldSchoolManagersbeTrained for Managerial School Information System Usage?
• 1. INTRODUCTION AND PROBLEM STATEMENT
• 2. RESULTS
• 3. CONCLUSION
• REFERENCES
• 11 Supporting UK Teachers through the National Grid for Learning
• 1. INTRODUCTION
• 2. BACKGROUND
• 3. THE NATIONAL GRID FOR LEARNING (NGfL)
• 3.1 Infrastructure
• 3.2 Content
• 3.3 Practice
• 3.4 The NGfL site (https://www.ngfl.gov.uk/ngfl/index.html)
• 3.5 Virtual Teachers’ Centre (VTC)
• 3.6 LearningResourceIndex(LRI)(https://www.ngfl.gov.uk/ng/Iri/index.html)
• 3.7 Becta(https://www.becta.org.uk)
• 4. TEACHERS’INITIALRESPONSESTOTHENGfL
• 4.1 Are yousatisfied with the equipment andsoftware
• 4.2 Do many staff use the Internet?
• 4.3 Do staff feel confident that they can access usefulmaterial on the Internet?
• 4.4 Do staff use email?
• 4.5 Which staff regularly use the WWWin school?
• 5. CONCLUSION
• REFERENCES
• APPENDIX 1 – VIRTUALTEACHER CENTRES

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