An Examination of ICT Planning Maturity in Schools: A Stage Theory Perspective

Abstract

Information and communication technology (ICT) has the potential to revolutionize teaching and learning as well as school administration, yet little is known about the maturity of ICT planning in schools and the manner in which schools plan for the acquisition and use of these technologies in the educational environment. However, as school investments in ICT increase and they become more reliant on ICT, effective planning becomes more central to schools’ ability to maximize their use of technology. This research examines ICT planning in schools and proposes a four-stage model of the evolution of ICT planning maturity in schools. The model emerges from case studies conducted in eight New Zealand primary schools and provides insight into the nature of ICT planning in schools and the factors that contribute to planning maturity.