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Implementing success factors
Cost effectiveness
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Many considerations: towards a tentative theory

It is not just plug and play. The following model attempts to summarise the things to be considered. From our inschool observations it appears useful to focus on the following (note the central placement of practices as the core unit of analysis):

A tentative ‘theory’ 

1.  There are four key success factors that together ensure that ICT is used easily and well in the practices that make up the life and work of the school, viz,

• Shared purposes (and matching rationale for the use of ICT to achieve these purposes)

• Matching technology

• Working knowledge

• Cost effectiveness

2. The successful use of ICT requires explicit implementation at each of three levels. 

• School governance

• Class

• Activity

3. This implementation needs to be informed by an understanding of the current situation in the school

4. ICT is used in (learning and other) activities and 

• action learning provides a useful framework for considering ICT in class programs

• activity theory provides a useful framework for analysis and development of the use of ICT in activities

5. Reliability is a critical and complex issue that needs to be managed comprehensively · informed by the current situation and anticipated future needs· supported by services and professional learning

6. Professional Learning for to the use of ICT is best

• focused on practices 

• situated in the life and work of the school

• and undertaken as an ongoing community of practice

7. All of the above requires high levels of high levels of collaboration

8. Just as each of the eight elements in the above model contribute to effective practices. so too effective practices contribute to each of the eight elements (see action learning)

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