Technology Planning in Schools

Abstract

Information and communication technology (ICT) planning as it relates to schools can be defined as the process of identifying the information and communication technologies used to support the educational and administrative goals of schools and of deciding how these technologies will be developed and managed (Lederer & Sethi, 1988; Smits & van der Poel, 1996). This article presents a model reflecting the evolution of ICT planning maturity in schools and identifies the factors that influence and characterize integration between ICT planning and educational strategy. The model suggests a common evolutionary pathway for ICT planning in schools and provides a foundation on which to propose a “stages of growth” model for characterizing and evaluating ICT planning in these settings.