Schools as Digital Competent Organizations

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One of the main findings in the nation-wide survey ITU Monitor 2007 (Arnseth, Kløvstad, Kristiansen & Ottestad) was empirically founded indicators of the digitally competent school. These indicators are on an organizational level and describe core processes and competencies to be achieved. Self-amplifying cycles and processes characterize the digitally competent school. Increasing staff ICT literacy, promoting a culture of knowledge sharing, systematic and holistic planning with pedagogical goals in centre, and strategically investment of resources is key to push school over a threshold. At this level teachers tend to develop discourses, which focuses on the application of ICT in core subject learning processes more than basic skill training. Furthermore, the innovative processes are taking place on a broad scale in the organization, not representing “islands of innovation” (Forkosh-Baruch, Nachmias, Mioduser, & Tubin, 2005) This paper describes the analytical steps needed to construct the four main indicators, and analyzes some of the organizational factors that is likely to predict a schools score on the four indicators. The prediction analyzis is discussed against concepts of learning organizations.

Keywords: Digital Literacy, Learning Organizations, ICT Planning, School Development, Pedagogical Innovation, ICT Pedagogy
Stream: Knowledge and Technology
Presentation Type: Paper Presentation in English
Paper: Schools as Digital Competent Organizations

Geir Ottestad

Senior Executive Officer and Research fellow, Network for IT-Research and Competence in Education (ITU), University of Oslo
Oslo, Norway

Master in Sociology, University of Oslo. Works at the National Network for IT-Research and Competence in Education (ITU). Research interests: large scale surveys on pedagogical and organizational challenges to develop digital literacy and digitally competent organizations. Co-writer and researcher on the national report ITU Monitor 2007. Project manager and co-writer on the Norwegian IEA SITES 2006 report (tbp early 2008). Advisor to the application of the latest Norwegian curriculum reform, which incorporates clearly aims to foster a deeper digital literacy among pupils and teachers. ITU has been given the following mandate: The ITU academic unit shall contribute to national knowledge building about digital education and digital skills. ITU shall be an innovative national R&D unit in the field of ICT and education. Through its R&D activities, ITU shall develop and disseminate knowledge to relevant players in the education sector within the main focus areas outlined below.

Ref: T08P0321