Original Research
Strategies for information management in education: Some international experience
Submitted: 18 October 2013 | Published: 12 June 2014
About the author(s)
Andy Bytheway, Department of Computer Science, University of the Western Cape, South AfricaIsabella M. Venter, Department of Computer Science, University of the Western Cape, South Africa
Abstract
Objectives: This article reports and analyses conversation with eight international educators in Europe, Canada, the United States, New Zealand and Australia. All are managing the impact of technology in different ways (reactive and pro-active), at different levels (pre-primary through to senior citizen), in different roles (teachers, administrators and senior managers) and in different contexts (schools and universities).
Method: Open-ended conversations with educators and educational administrators in developed countries were recorded, transcribed and analysed. The qualitative analysis of the content was done in the style of ‘open coding’ and ‘selective coding’ using a qualitative content analysis tool.
Results: Whilst technology is still seen to drive much thinking, it is found that that success is not derived from the technology, but from a full and proper understanding of the needs and aspirations of those who are directly involved in educational processes, and by means of a managerial focus that properly recognises the context within which an institution exists.
Conclusion: Whilst this result might be expected, the detailed analysis of the findings further reveals the need to manage investments in educational technologies at different levels and in different ways.
Keywords
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Crossref Citations
1. Influences on the Implementation of Mobile Learning for Medical and Nursing Education: Qualitative Systematic Review by the Digital Health Education Collaboration
Priya Lall, Rebecca Rees, Gloria Chun Yi Law, Gerard Dunleavy, Živa Cotič, Josip Car
Journal of Medical Internet Research vol: 21 issue: 2 first page: e12895 year: 2019
doi: 10.2196/12895