The management of ICT
Learn how ICT can be applied to the whole school and curriculum, the strategic leadership challenges it presents, and the importance of network management or service provision to your school's ICT strategy.
The management of ICT presents a special challenge to school leaders. On the one hand, ICT is a National Curriculum subject with programmes of study at Key Stage 3 and Key Stage 4 and the associated requirements for resources and time. On the other hand, ICT tools have the potential to enhance teaching and learning in other subjects.
Pupils need opportunities to apply their ICT skills and knowledge to wider aspects of learning, to gain further ICT skills and understanding.
The strategic leadership of ICT therefore involves taking a whole-school overview of how ICT is used to:
- develop pupils' ICT capability in ICT and other subjects
- enhance learning and teaching across all subjects
- consider how ICT extends opportunities for learning, especially beyond lessons and beyond school
- support the efficient running of the school, for example through administrative applications, learning platforms and common systems to assess and track pupils' performance.
Strategic leadership also involves taking considered and planned actions to improve ICT provision and to deepen the impact that ICT has on all pupils' learning. The term
strategic leadership implies the involvement of senior leaders in the school, supported through partnership with the governors and key middle leaders. These leaders play critical roles in ICT coordination and ICT subject leadership.
Network management or service provision
Network management or service provision is a central part of a school's ICT strategy to ensure that resource provision matches the school's vision for learning and teaching and its curricular intentions and planned outcomes for ICT.
Using ICT across the curriculum
The statutory requirement to make sure that all pupils make progress in ICT capability extends to the application of ICT in other subjects. This should be seen as distinct from the use of ICT to broaden approaches to teaching and learning. It is also different from the use of ICT in a learning activity that does not necessarily require the use of ICT or contribute to the learner's attainment in ICT.
Extending ICT capability may occur through, for example:
- the application of modelling in science, mathematics or geography,
- the use of a database to explore settlement patterns in geography, or
- the use of a range of presentation applications in any subject.