Managing Information Technology in Secondary Schools

Managing Information Technology in Secondary Schools

Managing Information Technology in Secondary Schools

Managing Information Technology in Secondary Schools


Many schools encounter problems because IT is both a subject in itself and a cross-curriculum skill. Crawford offers guidance on how to formulate a whole-school IT policy and how to develop strategies for managing IT effectively.


This book will be of interest to all those involved with the management and use of Information Technology (IT) in secondary schools in the UK. It will be particularly useful to IT co-ordinators, student teachers, and advisers. It will help governors and senior managers who are concerned that the organisation and management of IT should be effective and efficient, and that the curriculum should provide pupils with a satisfactory experience of IT that meets statutory requirements. Classroom teachers of subjects other than IT may also find the book helpful in placing what they do in a whole school context.

How the IT curriculum, assessment and record keeping, and hardware and software resources can be organised and managed effectively, including security, and health and safety issues, is discussed. Various models of the IT curriculum are identified, and their impact on the school curriculum and resource provision considered. There is a concise summary of the new GCSE IT syllabuses, and a section on using the Internet. An organisational structure for managing IT is reviewed, and there is practical advice on writing a whole school policy for IT. Details of training activities are included that are suitable for INSET and for use in teacher training. These are designed to heighten awareness of IT-related issues, including the extent to which IT should be embedded within the curriculum, and the roles and responsibilities of those who manage IT in secondary schools.

The applications of IT in school administration and management are reviewed. A wide range of software is described and the distributors’ addresses are given. This includes comprehensive suites of integrated software that provide complete solutions to schools’ needs, and discrete items of software that focus on solving particular problems at an economic cost. The use of technical jargon has been avoided wherever possible, and a glossary has been provided to clarify technical terms used in the text.

The views expressed in this book are the author’s. Where possible, these are supported by reference to research evidence, statistics and professional consensus. However, much of what is written is based on the author’s experience as an IT co-ordinator in secondary schools, as a Chief Examiner for GCSE IT and as an OFSTED inspector specialising in IT.

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