ICT integration within educational environments is complex and multifactored, influenced by significant features, such as those presented in associated literature, mimicking those experienced first-hand as a practitioner. The majority of readings focus on ICT integration within school environments, yet literature, echoes issues experienced within various Vocational settings. Flanagan and Jacobsen (2003), discuss one barrier as being, a lack of informed leadership, a common theme within community-based environments (p. 125). Within organisational structures, leadership is a key element, influencing all other aspects of ICT integration. Although the precise leadership style is important, there are a multitude of factors that impact success. For instance, without professional development, leaders and implementers may have insufficient skills to lead and implement successful integration of ICT into educational pedagogies (pp. 125-127). Garstka (2009), discusses the importance of professional development opportunities for Principals in schools, to develop the leadership skills required (p. 312). Within community settings there are similar issues, often managers lack leadership skills required for ICT integration, along with opportunity to develop these through professional development (p. 15).
Flanagan and Jacobsen (2003, p. 125) and Webber (2003, p. 121) , discuss equity, as an additional barrier, experienced within educational settings. Generally, learners experiencing disadvantage, commonly have less capacity to access ICT outside of their learning environment. Thus, resulting in individuals having decreased opportunities to engage with ICT, minimising technological literacy, causing a “digital divide” (Flanagan and Jacobsen, 2003, p. 126). Moreover, given that many educational environments grapple with ICT integration at the macro level, it is common that problems at a micro level are not addressed, resulting in further disadvantage to learners. As a practitioner, into the future, I recognise that considerations within strategic planning processes, that address areas of implementation at the macro, micro and meso levels require an previous in-depth consideration (Younie, 2006, p. 385).
References
Flanagan, L., Jacobsen, M. (2003). Technology leadership for the twenty-first century principal. Journal of Educational Administration. 41(2), 124-142.
http://doi.org/10.1108/09578230310464648
http://www.emeraldinsight.com/0957-8234.htm
Garstka, C. (2009). The role of the principal’s leadership style in the implementation of ICT policy. British Journal of Educational Technology Vol 42(2) 311–326.
http://doi.org/10.1111/j.1467-8535.2009.01014.x
Webber, C. (2003). New technologies and educative leadership. Journal of Educational Administration. Vol. 41(2), 119-123.
http://doi.org/10.1108/09578230310477013
Younie, S. (2006). Implementing government policy on ICT in education: Lessons learnt. Educ Inf Technol. 11, 385–400.