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dc.contributor.authorHayes, Debraen_US
dc.date.accessioned2017-05-03T15:07:41Z
dc.date.available2017-05-03T15:07:41Z
dc.date.issued2006en_US
dc.date.modified2008-02-14T07:13:18Z
dc.identifier.issn1469-3577en_US
dc.identifier.urihttp://hdl.handle.net/10072/16605
dc.description.abstractThe pervasiveness of new technologies and their rapid spread around the globe belie the fact that educational leaders still struggle with how to integrate information and communication technologies (ICT) in schools. This article describes the form of these struggles for a small group of Australian principals. Their stories emerged from a set of five longitudinal case studies of ICT integration in a range of Government schools in the state of New South Wales. During the three years over which the study was conducted, the difficulties associated with leading the integration of educational technologies in schools were common and recurring themes that emerged in interviews with principals. These cases reveal the local variations and specificities of ICT integration through a range of issues including infrastructure development, human resource development, curriculum design, pedagogical practices and futures oriented planning. In describing these issues, many of the effects of ICT integration in schools are discussed. One such effect is the requirement for principals to develop the skills of new knowledge workers, in particular they require access to knowledge and support that is sufficiently flexible to deal with immediate and practical problems.en_US
dc.description.peerreviewedYesen_US
dc.description.publicationstatusYesen_AU
dc.languageEnglishen_US
dc.language.isoen_AU
dc.publisherRoutledgeen_US
dc.publisher.placeUKen_US
dc.relation.ispartofstudentpublicationNen_AU
dc.relation.ispartofpagefrom565en_US
dc.relation.ispartofpageto578en_US
dc.relation.ispartofissue4en_US
dc.relation.ispartofjournalCambridge Journal of Educationen_US
dc.relation.ispartofvolume36en_US
dc.rights.retentionYen_AU
dc.subject.fieldofresearchcode330303en_US
dc.titleMaking all the flashy stuff work: the role of the principal in ICT integrationen_US
dc.typeJournal articleen_US
dc.type.descriptionC1 - Peer Reviewed (HERDC)en_US
dc.type.codeC - Journal Articlesen_US
gro.facultyArts, Education & Law Group, School of Education and Professional Studiesen_US
gro.date.issued2006
gro.hasfulltextNo Full Text


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