The inception of ICT has brought about many changes for organisational leaders, requiring individuals to become multi-taskers. Henceforth, ICT coordinators, once described as technology specialists, are now recognized as change agents (Devolder, 2010, p. 1651). Practitioners are now required to navigate multifaceted ICT, whilst utilising technologies to enhance their educational pedagogies. Literature recognises lack of time, as being the biggest challenge for ICT coordination (McGarr, 2013, p. 273) and availability of technology (George & Sanders, 2011, p. 1). Alongside, inadequate utilisation of ICT for professional development (Tondeur et al., 2016, p. 111), and acquisition of leadership expertise, imperative in the ‘change process (Hauge, 2015, p. 360). According to Hauge, (2015), shared leadership is fundamental in ICT integration success, providing more effective collaboration and use of ICT (p. 342). Substantiated by ICT leaders requiring a multitude of strategic skills and expertise in directing change processes (p. 360).
Exceptional leadership skills are imperious in determining organisational strengths and weaknesses, whilst ensuring individuals work within their scope of practice. Responsive leadership, an approach that aims to build trust and enhance motivation within the workplace (de Groot, 2016, p. 38). Often utilising ICT champions and working groups, to enhance motivation throughout the change process. ICT integration cannot take place effectively without the incorporation of formulised policy and planning documents, thus providing justification and clarification to those involved. ICT is a rapidly changing platform, and there is always the risk of organisations becoming reactive and implementing without appropriate planning. As the ICT project lead within the VET sector, the utilisation of authentic sites and documentation, such as NCVER (2020), are imperative.
References
de Groot, S. (2016). Responsive Leadership in Social Services: A Practical approach for optimizing engagement and performance. ISBN 9781452291543
Devolder, A., Vanderlinde R., & van Braak, J., & Tondeur, J. (2010). Identifying multiple roles of ICT coordinator. Computers & education, 5, 1651-165. http://www.elsevier.com/locate/compedu
George, A., & Sanders, M. (2017). Evaluating the Potential of Teacher-Designed Technology-Based Tasks for Meaningful Learning: Identifying Needs for Professional Development. Educ Inf Technol, 22, 2871-2895.
http://doi.org/10.1007/s10639-017-9609-y
Hauge, H., & Norenes, S. (2015). Collaborative leadership development with ICT: experiences from three exemplary schools. International Journal of Leadership in Education, 18(3), 340-364. https://doi.org/10.1080/13603124.2014.963689
McGarr, O., & McDonagh, A. (2013). Examining the role of the ICT coordinator in Irish post-primary schools, Technology. Pedagogy and Education, 22(2), 267-282. https://doi.org/10.1080/1475939X.2012.755132
Tondeur, J., & Van Keer, H., & Van Braak, J., & Valcke, M. (2007). ICT integration in the classroom: Challenging the potential of a school policy. Computers and Education, 5, 212-223. http://doi.10.1016/j.compedu.2007.05.003