School Leadership critical to maximising the impact of ICT on learning

International research has consistently found that the organisation and leadership of a school are critical factors in the way in which educational technologies such as computers are used and their subsequent impact on learning opportunities in schools. This involves the Principal but also should involve a leadership team including a Curriculum leader (e.g. Director of Curriculum) who provides vision and support for teachers’ use of ICT, separate from but connected to technical ICT support. The formalisation of a leadership position to include such a leadership role is seen as a powerful strategy to link curriculum and ICT. Without the role there is little prospect of teachers and students realizing the potential for ICT to support them in teaching and learning. The effectiveness of such a role depends on its connection with leadership structure in the school, the status of the person or persons in the role, and a range of personal characteristics. The most successful have a combination of curriculum understanding and competence in the use of ICT. This paper explores this critical theme by drawing on a range of local research and national and international findings. It recommends leadership models, professional learning for school leaders and guidelines for policy and practice in schools.

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