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.
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