Improving ICT environments in primary schools by rethinking the leadership role of school-based technology coordinators

Although the use of Information and Communications Technology (ICT) has been expanded to different levels of schools for the past decade, there are still unresolved problems. Human factors, such as workload, the competence of teachers, and the role of school-based ICT coordinators, remain few of many controversial issues. This paper explores these factors, using examples from Hong Kong and England. Perceptions of the contribution of ICT coordinators were collected from primary schools heads and teachers in both regions. It was found that school heads in Hong Kong rated the contributions of ICT coordinators significantly higher than their respective teachers. School heads in England recognised the contributions of their ICT coordinators to an even greater extent. This finding is an indicator of the likely under-utilisation of ICT coordinators in Hong Kong and perhaps the result of overlooking the potential of their leadership roles in schools. Further, it is suggested that the role of ICT coordinators in Hong Kong should be more clearly defined. Both the pedagogical and technological functions of ICT coordinators should be emphasised to bridge the needs of both these domains. Other peer teachers would also benefit from sharing their competence and input.