The professional development needs of secondary school information technology co-ordinators

Abstract

Analysis of a recent survey in the United Kingdom of the roles, concerns, training needs and support priorities of secondary school Information Technology Co-ordinators has revealed a number of factors and relationships amongst these variables and with other variables concerning the characteristics of schools. In this article we present and discuss the results of a recent survey in the United Kingdom of the roles, concerns, training needs and support priorities of secondary school Information Technology Co-ordinators (ITCs). We draw conclusions concerning the unique problems faced by ITCs as a result of the expectations placed upon them, not only to teach their own subject, but also to train and support other teachers in the pedagogical application of information technology (IT). In response to a great variety of needs, there is only limited support provided for them formally by their schools and by external sources. The most highly valued support comes from informal sources. We consider the implications of these conclusions for those concerned with providing professional development in IT education. We suggest that partnership approaches may provide the basis for much improved support for ITCs, with the aim of raising the standard of teaching in schools, both of IT as a subject and with IT as an aid. We also highlight the challenges for the partnerships between schools and higher education institutions which are attempting to provide initial teacher education for IT specialists.