The management of digital technologies is complex and multi-faceted, as iterated by Younie (2006, p. 386). It is often difficult to ascertain if policy is, difficult to implement, especially as has been witnessed anecdotally, the frequency of robust policy and planning for technology integration is inconsistent across all levels of education. Younie (2006) addresses four key recurring issues regarding technology integration in education environments – obsolete technology, teacher training, school policy development, and curriculum application of digital technology (p. 386). These four points mirror the issues that are evident within my institute. Pre-covid literature reflects many credible insights into the need in vocational education for the rapid integration of technology, digital skill development and pedagogical development to meet the needs of fast-changing work landscape (Jones, 2018; Joyce, 2018; Seet, Jones, Spoehr, & Hordacre, 2018). It is anticipated that in our Covid and post-covid environments, this need for addressing and implementing technological change is undergoing unanticipated levels of acceleration.
Younie (2006), highlights there is a need for coordinated leadership to liaise and develop cohesive plans for the integration of ICT (p. 389). It is also highlighted that senior leaders often do not possess a satisfactory proficiency with digital technology, which in turn impacts decision making and planning (Younie, 2006, p. 390). Petersen, (2014) also acknowledges the important role of leadership to understand and effectively organise the learning environment and providing opportunities for professional development (P. 302). I agree that for the successful integration of digital technologies requires a multidimensional, yet cohesive approach to understanding technology requirements, relationships, infrastructure, teacher training, and professional development, and the assessment and learning outcomes. The notions addressin in this blog post will be analysed in-depth in my environmental scan.
References
Jones, M., & McLean, K. (2018). ICT for Learning: Technology and Pedagogy. In Personalising Learning in Teacher Education (pp. 41-55). Singapore: Springer. https://doi.org/10.1007/978-981-10-7930-6_4
Joyce, S. (2019). Strengthening Skills. Expert Review of Australia’s Vocational Education and Training System. Department of the Prime Minister and Cabinet. © Commonwealth of Australia . https://www.voced.edu.au/content/ngv:82483
Petersen, A.-L. (2014). Teachers’ perceptions of principles ICT leadership. Contemporary Educational Technology, 5(4), 302-315. https://doi.org/10.30935/cedtech/6132
Seet, P.-S., Jones, J., Spoehr, J., & Hordacre, A.-L. (2018). The Fourth Industrial Revolution: the implications of technological disruption for Australian VET. Adelaide: NVCER. https://www.ncver.edu.au
Younie, S. (2006). Implementing government policy on ICT in education: Lessons learnt. Educ Inf Technol, 11, 385 – 400. DOI 10.1007/s10639-006-9017-1
