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 strategic investment of resources is the key to push school over a threshold where development, innovation and change is a part of the over-all school culture. 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 are likely to predict a schools score on the four indicators.
|Keywords:||Digital Literacy, School Leadership, Learning Organizations, ICT Planning, School Development, Pedagogical Innovation, ICT Pedagogy, Culture, Pedagogy, School|
Senior Executive Officer and Research fellow, Network for IT-Research and Competence in Education (ITU), University of Oslo, Oslo, Norway
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