TEACHERS AND TECHNOLOGY SUPPORT SERVICES:

WHAT THEY AND ORGANIZATIONS NEED TO KNOW ABOUT

THEMSELVES AND ONE ANOTHER

JESSE N. SADLOWSKI

B.A. UNIVERSITY OF SASKATCHEWAN 2002

B.ED. UNIVERSITY OF LETHBRIDGE 2003

A Capstone

Submitted to the School of Graduate Studies

of the University of Lethbridge

in Partial Fulfillment of the

Requirements for the Degree

MASTER OF EDUCATION

FACULTY OF EDUCATION

LETHBRIDGE, ALBERTA

MARCH 2012

TEACHERS AND TECHNOLOGY SUPPORT SERVICES:

WHAT THEY AND ORGANIZATIONS NEED TO KNOW ABOUT

THEMSELVES AND ONE ANOTHER

JESSE N. SADLOWSKI

Approved:

Supervisor: Lorraine Beaudin, Ph.D. Date

Assistant Dean of Graduate Studies and Research in Education: Date

Kerry Bernes, Ph.D.

iii

Dedication

To all educators.

iv

Abstract

There is no single correct way to support the integration of computer technology

(ICT), in the classroom. The optimal ITC depends on the specifics of the organization,

such as size, goals, culture, and administrative structure. This article examines some of

the working relationships and structures of various organizations as they apply to ICT.

Through the process of peer review, it examines some of the theories and practices

currently surrounding ICT globally, as it relates to the individual classroom teacher and

support services. It also describes some of the barriers, working conditions and other

issues surrounding teachers and support services as it applies to ICT. Through the process

of reviewing relevant literature, insight into the roles of the classroom teacher, technical

support services, and organizational practices can be gained, and used to better

understand one another’s working environments. An awareness of the roles,

responsibilities and working environments of teachers and technology support services

will give insight into the successes and challenges of others. Through this process, it will

allow organizations to set policies and establish procedures that will allow for effective

ICT in the classroom.

v

Acknowledgments

I would like to acknowledge the individuals who have continually supported me

over the last three years on my leadership journey. Thank you to the members of the

Faculty of Education and my cohort members at the University of Lethbridge. Your

insight and understanding of the working lives of teachers has allowed me to accomplish

my goal of receiving a Master of Education.

I would also like to thank the Horizon School Division for supporting my

endeavors at the University of Lethbridge. Thanks to Wilco Tymemsen for supervising

my internship, as well as the others who helped along the way.

Finally, thank you to my friends and family. You gave me the time and support

that was needed to allow me to complete this program. A special thanks to Karen Hann,

who allowed me to express myself in a grammatically correct fashion.

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Table of Contents

Dedication…………………………………………...………………………………….. iii

Abstract……………………………...…………………...……………………………… iv

Acknowledgments………………………………………………………………………... v

Table of Contents………………………...……………………………………………… vi

List of Tables…………………………………………………………………………… vii

Introduction………………………………………………………………………………. 1

Purpose of this Paper…………………………………………………………………….. 2

Technical Support Services……………………………………………………………… 3

ICT in Education………………………………………………………………………… 4

Changing Roles in Schools………………………………………………………………. 6

Barriers…………………………………………………………………………………… 7

Need for Support……………………..…………………………………………………. 10

Policies and Plans……………………………………………......................................... 12

School Organization and Infrastructure…………………………………………...……. 16

Support Service Roles…………………………………………………………………... 17

Technology Coordinator……………………………...………………………… 17

Support Services Technician……………………………………………………. 24

Conclusion………………………………………………………………………...……. 30

References………………………………………………………………………...…….. 33

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viii

List of Tables

Table

1. Possible Implications for Schools and Teachers for the Intergration of ICT into

Education………………………………………………...………………………………..9

2. Sugar and Holloman’s Responsibilities and Tasks of the Technology Coordinator….19

1

Introduction

Bringing Integrated Computer Technologies (henceforth referred to in this

document as ICT) into classrooms has become a highly debated and complex situation

for educational organizations. A tangled web of disjointed roles and responsibilities has

arisen during this process. From the classroom teacher to the global educational

community, educators of every designation have been debating and implementing

practices of ICT. This project will examine research papers over the past two decades that

examine these practices, procedures, and reactions.

This research is intended to give insight to teachers, technology support service

personnel, and educational organizations on some of the challenges and roles that are

inherent in the process of implementing effective ICT. It will recognize some of the

successes and struggles those working through this process have faced. It will try to

answer and give light to the following questions: What have the outcomes been for a

teacher when trying to integrate ICT in the classroom? What have the outcomes been for

technology support services, when trying to provide support for ICT? What are some of

the changes, struggles, realties, and practices occurring when ICT is brought into

education?

This paper will also examine and discuss a series of topics as they relates to the

above questions. It will examine closely the importance of ICT in the classroom; the role

of the teacher with respect to ICT; the barriers teachers face when implementing ICT; the

need for technology support services and other support teachers require; practices,

2

responsibilities and struggles of the ICT coordinator; responsibilities, practices, and

struggles of the service computer technician; and lastly, the role of policy and

management in respect to the teacher, support services and the organization. Examining

these topics will give insight into the world of ICT in education, in hopes of building

stronger working relations and conditions in ICT.

The Purpose of this Paper

The purpose of this paper is to bring together the key points and findings from a

review of literature associated with the role of teachers and the roles of technology

support service personnel during the process of integrating computer technology into the

classroom. Studying these roles and relationships, and gaining perspectives into one

anothers’ infrastructures will allow for stronger working relations and a more effective

integration process. Providing teachers with an understanding of the management and

responsibilities of technology support and the problems personnel face could provide

“guidance for ways to enhance technology integration” (Schoepp 2005, p. 2). From the

other side, giving technology support service personnel insight into the experiences of the

teacher will offer these individuals guidance when trying to support ICT into the

classroom. It is also crucial that the organizations’ administration understand the

environments of both teacher and technology support provider in order to support each

parties needs and make the ICT process successful in the classroom. Based on this goal,

the paper provides recommendations on what teachers, technology support services, and

organization administrations need to know about themselves and one another.

3

According to the British Educational Communications and Technology Agency

(2004), most of the literature looks at barriers to the general use of ICT, with a small

portion researching the use of the personal computer. Becta (2004) points out that there is

little work which examines other specific ICT equipment, and the barriers which prevent

its widespread use. After reviewing the literature on the importance of ICT in education

in general, this paper responds to Becta’s suggestion by discussing the roles and

relationships between teachers, organizations, and technical support personnel as they

work together for effective ICT integration.

Technical Support Services

I have divided technical support services into two categories: pedagogue technical

support and maintenance repair and operations technical support. The Merriam Webster

Online Dictionary defines pedagogy as “the art, science, or profession of teaching”

(http://www.merriam-webster.com). The traditional role of the teacher is changing, and

due to these changes, pedagogical technical support for integrating ICT into the

classroom is required. For example, if a teacher needs help learning to use a new piece of

technology useful to the student learning process, that teacher would be seeking

assistance from pedagogical technical support. With the rise of the inclusive and

differentiated classroom, it is crucial organizations provide pedagogical support to

teachers. This pedagogical support is being provided by some organizations, through an

employed ICT coordinator, learning coaches, mentorships programs, and stand-alone

professional development days.

4

Maintenance repair and operations technical support relates directly to the use

and availability of the technology itself to the organization as a whole. Almohaissin`s

(2006) research shows that technical service and hardware problems affect the

technology integration process in the classroom so much that many teachers are proving

resistant to the change. An example of this would be when a teacher is having trouble

with a particular technological malfunction, such as a printer not working or an online

service not operating properly, and therefore does not want to use it at all. In a report

generated by second information technology in education study technical report (SITES)

(2006), it is reported that there needs to be technical support provided to teachers when

implementing ICT in the classroom.

Research indicates that teachers have a need for both types of technical support if

ICT is to be successfully integrated into the classroom. Therefore, it is crucial that

support services offered to the teachers covers both pedagogical and maintenance and

operational technical support, and that these support services differ in the way they are

delivered and viewed during the integration process.

ICT in Education

A number of studies argue that the use of technology in the classroom is crucial

for providing opportunities for students to learn and function in the information age. This

is apparent, as in Yelland`s (2001) statement that traditional educational environments do

not seem to be appropriate for preparing students to productively function in the

workplace of today’s society. Yelland (2006) argued that schools that do not incorporate

5

the use of new technologies cannot seriously claim to adequately prepare their students

for life in the twenty-first century. This claim is also embraced by Branford, Brown, and

Cocking (2000) when they state, “what is now known about learning provides important

guidelines for use of technology that can help students and teachers develop the

competencies needed for the twenty first century” (p.206). Grimus (2000) also supports

the argument, suggesting that “by teaching ICT skills in primary schools the pupils are

prepared to face future developments based on proper understandings” (p.362).

ICT can have numerous roles in the learning and in the teaching process within

today’s schools. According to Wong, Quek, Divaharan, Liu, Peer, and Williams (2006),

technology can have an important role in supporting face-to-face teaching and learning in

the classroom. Bransford, Brown and Cocking’s (2000) research also shows that several

studies have reviewed the literature on ICT and learning, and have determined that

modern technology has excessive potential to enhance teacher learning and student

achievement. New technologies can also assist students in their day-to-day education.

According to Grabe and Grabe (2007), technologies can have a crucial role in student

skills, motivation, and knowledge. Grabe and Grabe (2007) state that ICT can be used to

present curriculum to students and support students when trying to complete numerous

learning tasks simultaneously.

One cannot deny or overlook the existence and role that ICT in playing today in

educational systems globally. While innovative and existing technologies continue to

grow and become more accessible to teachers, these technologies do not only support and

enhance teacher pedagogical practices, but change the traditional role of the teacher in the

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classroom. Due to ICT’s existence and continued growth in the classroom, there is a need

for continuing pedagogical and technical support services within organizations.

Changing Roles in Schools

Digital technology is having an impact on the traditional role and practices of

teachers. A study by Sappey and Relf (2010) shows that teachers today have taken on

new roles, not typical in traditional teaching, such as working in teams to develop

learning resources. The study also states that technology changes the learning, and that

ICT in the classroom is a blended learning style that is changing the teacher labor process

and practice. “The organization of work and work identity are all affected by the

introduction of ICT” (Sappey and Relf, 2010, p. 13). In a study by Laudrillard (2007),

regarding the teacher interactions during implementation of ICT, findings stress that the

labour associated with the personalization of student support by the teacher, such as

checking e-mails, reading blogs, and other 24/7 support systems have had a high impact

on teacher workload. The addition of these technologies and ICT in the classroom has

added additional work in the area of accountability and planning in the field of education.

Sappey and Relf (2010) argue there should be importance placed on the

traditional role of the teacher to be the creator, developer, and delivery agent of

educational material. In order for this to be done, adequate support needs to be given to

the teachers that allow for this creation and development. Potentially with the addition of

support, the quality of working life will improve and be a contributor to innovation,

motivation, and flexibility. These are all important pillars upon which a higher quality of

7

education rest. For this to occur, it is crucial that more emphasis towards support

services are available during planning and implementation to allow for a sustainable work

environment that benefits both the teacher and the student.

There have been a number of changes in organizations due to technology as is

outlined by Pelgrum, ten Brummelhuis, Collis, Plomp, Janssen, and Reinen (1997).

They have noted that schools today are more integrated in society. Teachers become

more involved in facilitating the learning, and focus on communication. Students become

more involved in their own learning, and must take interest and become problem solvers.

Parents are also encouraged to be more engaged and direct their child’s learning.

Technology has changed the roles of schools, teachers, parents, and students from

what they were in traditional education. Teachers take on a new role with technology that

has increased their workloads. This increased workload creates a strong need for support

services to aid in resource development and instruction.

Barriers

The process of integrating ICT into teaching and learning is a complex process.

This process can cause many difficulties in the classroom as it applies to instruction,

student learning, and policy. These difficulties are known as “barriers” (Schoepp, 2005).

A barrier is defined as “A circumstance or obstacle that prevents communication or that

keeps people or things apart"( http://www.merriam-webster.com). A series of categories

have been used by researchers to classify barriers within education and industry when it

comes to the implementation of ICT.

8

Numerous studies divide barriers into two distinct categories: extrinsic and

intrinsic. How the researchers defined extrinsic and intrinsic differed. For example, in

one study by Hendren (2000, as cited in Al-Alwani, 2005), the writer related extrinsic

barriers as those pertaining just to the organization, rather than the individual and

intrinsic barriers as pertaining to individuals. In comparison, Ertmer (1999) discussed

extrinsic barriers as first-order, and cited access, resources, time support and training, and

intrinsic barriers as second-order and cited attitudes, practices, beliefs and resistance.

Other classifications can also be found within the literature such as teacher-level

barriers compared to school-level barriers. Becta (2004) divided the barriers according to

whether they related to the individual (teacher), such as lack of confidence, lack of time

and resistance to change, or if they related to the organization (school), such as lack of

effective training in solving technical problems and lack of access to resources.

Other researchers’ perspectives assign the barriers into types of environmental

conditions, such as material and non-material (Pelgrum, 2001). An example of material

conditions may include the number of computers available to a teacher, or access to

appropriate equipment and resources found online. The non-material obstacles include

insufficient knowledge and skills to adequately promote and use ICT in classroom

activities. These non-material conditions also include teacher and computer technician

time.

A significant number of these studies look at the barriers as they pertain to

teachers and school authorities. It can be concluded that these barriers are having an

impact on the organization when ICT instruction is introduced to the organization.

9

Bingimlas (2009) outlined the following barriers and implementations for the

classroom in Table 1.

Table 1: Possible Implications for Schools and Teachers for the Intergration of ICT into

Education.

Table taken from Bingimas p. 245.

The table above categorizes specific barriers, then outlines suggestions and

strategies for implementations that schools and teachers may use overcome these barriers.

These barriers may also be considered universal barriers, affecting everyone within an

organization, including support services. Everyone that has a part to play in ICT is

affected by barriers, both teacher and support services. These barriers in turn have an

affect on the complete organization and the individual’s ability to incorporate computer

technology into the classroom.

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Need for Support

The need or lack of support services is a key barrier to technology integration.

Overcoming barriers will allow organizations and teachers to successfully implement ICT

in the classroom. While many barriers are identified in the research, this paper will focus

on support services are an essential component for effective use of ICT.

Korte and Husing (2007) report that there is a need for improvement of ICT

maintenance and technical support throughout Europe. Even countries considered to be

forerunners in education, such as Norway, have a strong need to enhance support for

teachers who are attempting to integrate technology into their teaching. Though they are

so well equipped with devices, there still seems be a lack of support services for teachers.

Korte and Husing (2007) suggest that the need for support services is the highest in

primary schools, and that if the area of support were to increase, the barrier of support

would be easily overcome. Lewis (2003) found that one of the major barriers preventing

teachers from using ICT in the classroom was a lack of sufficient support. Lewis also

concluded the barrier of lack of teacher time could also be lessened if organizations have

sufficient support services. If teachers had sufficaint support services they would not be

losing time through trying to fix ICT problems that are occurring in their classrooms.

According to the Becta (2004) report, technical issues with equipment and

recurring faults with technology during teaching is a likely the cause of lack of teacher

confidence. With the lack of confidence surrounding technology, teachers have a

tendency to avoid the use of ICT in the classroom. The report also showed that when

11

there is a “lack of technical support available in a school, then it is likely that technical

maintenance will not be carried out regularly, resulting in a higher risk of technical

breakdowns” (p. 16). Many teachers who responded to the Becta survey (2004)

acknowledged that, because of technical problems and equipment breakdowns, they were

discouraged from using ICT in their daily lessons.

A Canadian study by Sicilia (2005) examined policy-making and legislation,

more specifically the ramifications of that imposing that teachers must use ICT in the

classroom. One of the major finding suggested that insufficient support was found to be a

major concern for teachers. Some of the apprehensions that teachers had in the area of

support were issues such as: waiting for websites to open, losing connection to the

Internet, working on out-of-date computers, and a vast assortment of malfunctioning

hardware problems. These “technical barriers impeded the smooth delivery of the lesson

or the natural flow of the classroom activities” (Sicilia, 2005, p. 43).

The lack of technical support is reported to be a global issue that affects ICT in

the classroom. In Saudi Arabia, teachers would like to introduce technology into their

teaching; however, they do not because they believe that they would be overcome by

technical service of hardware problems. (Almohaissin 2006). In Turkey, support was a

significant factor of the integration of ICT in education system-wide. Toprakci (2006)

reported that the use of technical problems was a barrier that should be considered severe.

In Portugal, Gomes (2005) also reported that a there is a need for support while teachers

are teaching, and if one is not available for support, it becomes an obstacle in the

classroom. Some countries, such as the United Kingdom, the Netherlands, Latvia, Malta,

12

and the Czech Republic have begun to recognize the importance of support, and have

started to assist teachers more when using ICT in the classroom (Korte and Husing,

2007). It is also to be noted that age and experience does not seem to be a factor if

support is needed. Whether a teacher has thirty years of experience or is new to the

profession, technical problems continue to exist (Sicilia, 2005).

Within ICT there is a strong need for support globally, wither it be a country that

is starting to introduce technology into education, or one where it is well-established.

With institutional technology, pedagogical and technical support is required. Support

offered in ICT will help teachers and organizations with time management, hardware

maintenance, and complications that arise during instructional delivery.

Policies and Plans

Policies can be a major component in effective integration of ICT into the

classroom. Organizations and school must have or construct effective policies in different

areas to ensure student learning is not interrupted. There is a need for both policies in

regard to supporting the teacher with ICT in the classroom, and specific policies that

directly relate to the role of types of support within the organization. Barbara Gellman-

Danley and Marie J. Fetzner explain this in their 1998 study:

Asking the tough policy questions in advance can mitigate future

bureaucratic problems and roadblocks. Most educators know that even a minor

mid-stream policy skirmish can draw the focus away from their most critical

concern – teaching and learning. Policies can provide a framework for operation, an

13

agreed-upon set of rules that explain all participants’ roles and responsibilities (p.

1).

Therefore, the need for policies as it pertains to ICT is crucial to an organization.

Different organizations will take different approaches when creating and implementing

policies. However, a few key components should be examined when creating and

implementing policies. Monhan (2004) argues that good technology policies are the ones

created by using a participatory policy-making method. This method bridges the multiple

social worlds working within a school or organization. It is crucial that the participatory

method is used, since so many life-changing outcomes are linked to technology in

education. The report also recognizes that individuals in charge of making policies that

center around technology are playing a critical game where time is of the essence. With

technology advancing so quickly, it can sometimes lead to policies being made that

remove essential players from helping to develop them. However, these polices have

drastic effects on ICT and individuals.

In a policy study by Lewis, Jenson and Smith (2003) concluded that in today’s

information age, there seems to be a transformation of values and policies. Policy within

education across Canada seems to be pursuing objectives that do not relate to enhanced

student learning. After conducting interviews and observations, the researchers concluded

that there should be an importance placed on how and why choices are made, who makes

them, and what the results are, both intended or unintended. They found that policy in

regards to technology was often undercut by lack of clear organization and intent:

14

Decisions are made in a more or less ad hoc fashion, as administrators scramble in

response to the initial promises of technology. And then these same administrators,

as well as teachers, students, and parents, must face unforeseen problems and

demands triggered by its implementation (Lewis, Jenson, and Smith, 2003).

They conclude that it would be more effective to develop policies that address

particular issues as they relate to the particulars of the situation, for who, what, where,

and why. These policies then should be created and addressed a local level, so they may

meet the needs of individual communities.

Today, worldwide standards are gaining popularity with such organizations as the

National Council for Educational Technology for the United Kingdom (NCET), the

Commission on Instructional Technology, and the National Center for Programmed

Learning. These organizations’ policies and standards operate on a global scale. The issue

with these standards is that they do not take into account the direct needs of support in the

classroom. The National Center for Technology Planning (NCTP) stresses the importance

of planning ICT into their classroom, but gives no recommendations on the types of

support needed to enhance that planning. They recommend strategies for teachers to

make sure they create effective technology plans but they do not include support services.

They do recognize having teachers voice some of their frustrations when it comes to

support is crucial. The document allows teachers to write down some of their concerns or

thoughts; these thoughts may directly pertain to the role of the computer technicians or

policy makers when examining ICT. It asks teacher to answer such questions as “I could

do this faster if only…”, “I wish my students had improved computers or other

15

technological resources available so they could...” and “I wish I or my students could

contact someone right now to find out...”. The tools also allows teacher to directly make

suggestions and recommendations, as well as state concerns on issues directly related to

ICT in the classroom. This tool was designed for teachers to use to in their day-to-day

classroom activities. This tool may be a useful information piece to policy makers or

support services to use while assisting ICT in the classroom. The tools may also be

adapted to other support services that are involved in ICT after completion. Therefore,

organizational leads may review the data and make corresponding changes that could

have a direct impact on ICT in the classroom. The document they have created can be

viewed at http://www.nctp.com/downloads/assess.pdf.

ICT policy planning is a complex endeavor, and one that will look different in

each case, depending on the size, staff, and focus of the school (Vanderlinde et al. 2010).

The crucial factor that Hew and Bush (2007) identify as an important school-level

condition is ‘having a shared vision and ICT policy plan.” In a study examining school

policies relating to ICT in Belgium, the research looked at three very distinct schools.

Each of the schools varied in student population, teacher size ,and support service types.

One school in the study had specific ICT coordinator, one directly assigned the job to

existing technical support, and another assigned it to pedagogical support. Their overall

conclusions and research suggests the importance of and strong need for ICT policies

within all types of schools, as well as the importance of direct teacher input into those

policies. No matter the support that schools have or receive, policies must reflect the

needs of and be beneficial to everyone working in the organization.

16

Looking at technology policies within a broad and global framework, it must be

noted that policies supporting ICT use in schools differ across countries and

organizations. Pelgrum and Law (2003) also point out the common outcome or ICT

policy documents/education master plans should directly relate to the use of ICT in the

classroom, as well as center around and aim towards preparing students for living and

operating within the 21st century. Policies are crucial, and that the objectives of those

policies should focus on higher education. When policies are created, they should involve

all individuals that may be affected. Policies should address specifically, to who, what,

where, and why.

School Organization and Infrastructure

It is apparent through the research, that to enhance ICT in the classroom, there is a

strong need for support. Organizations need to have infrastructures in place so that ICT

will be effective and not a hinderance. The characteristics of these infrastructures are

outlined by Neuman (2006). Some of these characteristics include the fact that a network

must be managed and planned, require a significant amount of financial capital in the

physical network, be able to handle peak data flow when needed, and be flexible enough

to grow and be able to deliver diverse services to an organization (p. 23).

Neuman (2006) points out that many infrastructures networks overlap and feed

into each other (p. 22). Inevitably, there are many infrastructures operating within school

organizations. Teachers, principals, technology coordinators, and other players within an

organization may be working in sub-infrastructures that are feeding into larger

17

infrastructures. These individuals view things through their own particular lens within the

infrastructure in which they work. It is recognized in Neumann’s study that, due to this

factor, there may be acting disparities among the groups in relation to the definitions and

characteristics. These differences can pose barriers to the mutual understanding and

coordination. When these players come together in their own unique system, and the

intersection points or convergent points can become problematic. Problems and

difficulties also arise because of the different disciplines surrounding the area of who the

responsible player might be in any particular category of the infrastructure.

One category reported later in Neuman’s report surrounds planning and

management. What is the role of the technology coordinator when it comes to support?

Who manages and oversees the policies? Who is responsible for effective ICT and

pedagogical and service technical support in the classroom? As a result of the convergent

roles and the diversity of responsibilities, each party has a tendency to be spasmodic

when it comes to ICT decisions. Spasmodic or disjointed decisions, Neuman explains,

based on lack of coordination, in turn results in high cost and consequences (p. 24).

Support Services Roles

Technology Coordinator

Due to ICT policies and teacher needs, some organizations have hired technology

coordinators to support ICT in the classroom. The duties and time allocations of these

coordinator have been just as diverse as their role itself. The technology coordinator over

18

the past two decades has accumulated a long list of possible responsibilities that include

but are not limited to: evaluating software, maintain hardware and infrastructure, creating

technology plans, acquiring funding, integration and curricular support, providing

professional pedagogical development to teachers, and establishing and enforcing policy

(Hofer 2006; Lai & Pratt 2004; Reilly 1999; Ronnkvist, Dexter & Anderson 2000;

Strudler, Falba, Hearrington, 1995). All of these diverse duties and responsibilities have

blurred the purpose and role of the ICT coordinator.

Table 2 is a compiled list of reviewed literature by Sugar and Holloman (2009)

that outlines the responsibilities and tasks of the Technology coordinator.

19

Table 2: Sugar and Holloman’s Resposibilities and Tasks of the Technology Coordinator.

Responsibility Task

Instruction •Model best practices (Frazier & Bailey, 2004; North Carolina

Department of Public Instruction, n.d.; Twomey, Shamburg &

Zieger, 2006)

•Staff development (Fort Bend Independent School District, n.d.;

Frazier & Bailey, 2004; Picciano, 2005)

•Effective technology integration (Frazier & Bailey, 2004; Sarasota

County Schools, n.d.; Twomey, Shamburg & Zieger, 2006)

Technical

Expertise

•Technology purchases and recommendations (Frazier & Bailey, 2004;

Montague Area Public Schools, n.d.; Picciano, 2005; Twomey,

Shamburg & Zieger, 2006)

•Technical and networking support (Frazier & Bailey, 2004; Picciano,

2005;

Sarasota County Schools, n.d.;Twomey, Shamburg & Zieger, 2006)

Planning and

Assessment

•Technology plans and policies (Baule, 2001; Frazier & Bailey, 2004;

Picciano, 2005; Twomey, Shamburg & Zieger, 2006; Wisconsin

Department of Instruction, n.d.)

•Assessment (Frazier & Bailey, 2004; Twomey, Shamburg & Zieger,

2006;

Vacaville Unified School District, n.d.)

Leadership •Supervision (Frazier & Bailey, 2004; Twomey, Shamburg & Zieger,

2006;

Wisconsin Department of Instruction, n.d.)

•Vision (Frazier & Bailey, 2004; Wisconsin Department of Instruction,

n.d.)

•Collaboration (Baule, 2001; Frazier & Bailey, 2004; Germantown

School

District, n.d.; Twomey, Shamburg & Zieger, 2006)

Sugar and Hollerman, 2009, pp. 66-75.

Some studies support hiring a full-time technology coordinator. Billig, Sherry and

Havelock (2005) argue that technology has offered a change in practice for teachers and

schools. With the integration of ICT in the classroom, and large amounts of resources

being placed on technology, there is a strong need for a technology coordinator. Due to

20

this strong need a full-time coordinator may be able to sustain the growth and support to

teachers when it comes to ICT. In contrast Pusey, Williams, and Kenton (2007) point out

in their report that, in today’s education system, there are many budget restraints that do

not allow organizations to hire full-time technology coordinators, and instead must rely

on school volunteers. They suggest, along with other cited research, that if schools are

going to take a voluntary approach to the role of the technology coordinator, then it

would be recommended that they take a team approach to distributing the duties. They

propose a four member team. “The four members,” they claim, “would each perform one

of the following functions: Technology Professional development, Technical Support,

Curricular/ Instructional Technology Integration and, in order to provide the funding for

the teams’ efforts, Grant writing management” (Pusey e al. 2007, p. 3).

Many school technology coordinators are full-time teachers who volunteer for the

role. A study conducted by Pusey, Williams and Kenton (2007) that looked at the

volunteer coordinators role. The study used quantitative data from principals, teachers,

and technology coordinators themselves in relation to their perspective of the technology

coordinator’s role. Their report findings suggest that the interactions occurring between

the technology coordinator and the teachers were similar to what research findings

suggest the role should be in order to achieve effective technology integration. The

relations included supporting professional development, lesson plan ideas, and supplying

resources (Lai & Pratt, 2004; Reilly 1999; Ronnkvist, Dexter & Anderson 2000; Strudler,

Falba, Hearrington 1995). However, the data also supported the fact that, most of the

21

input the teacher needed from the technology coordinator was related to providing

technical support. (Pusey et al., 2007). It was suggested that different factors had

contributed to this outcome. Teachers they interviewed felt they were confident with ICT

in the classroom or they only wanted ICT in their classroom at a level they found

comfortable, and did not want to be pushed by the technology coordinator. Teachers

perceived the technology coordinator as busy and overworked, and would only seek

advice as a last resort. Teachers, therefore, were taking pedagogy strategies and support

from other team members, rather than the ICT coordinator. This perception by teachers

that the ICT coordinator was to only provide technical support may have risen out of the

fact that the technical coordinators were in charge of managing the computer labs and

technical maintenance within the school, and dealing with any school-wide technical

problems. Due to these factors, the technology coordinator role has shifted from

providing pedagogical support to providing technical support. For technology

coordinators to be freed from technical support duties and be only responsible to provide

pedagogical support, policies along with teacher knowledge and habits need to be

reformed.

This is also recognized in a study by Lobos (2008) entitled The coordinator’s

dilemma: between an electronic janitor and pedagogical leader. The role of the

technology coordinator is burdened and overcome by the need to constantly solve

technical problems, and there is no time to focus on other duties. The author recognizes

that volunteer coordinators sometime have to stop teaching in their classrooms in order to

go and solve technical problems, and that adequate technical supports are not provided to

22

most teachers. One suggestion to overcome this burden is, rather then take the approach

of getting teachers to acquire more knowledge outside of their expertise, to have the

students who are working with the technology to acquire more competences. With this,

he suggests that selecting students and train them to solve frequent problems that may

arise during any particular class (Lobos, 2008, p. 4).

Issues discussed throughout the Lobos report (2008) also showed a perception of

how the technology coordinator may view teachers. It reflects the image from a

pedagogical perspective, that teachers do not possess necessary ability to create lessons

with ICT resources, and that ICT is a large obstacle for teachers. They feel that

developing a lesson using ICT requires planning and preparation, more so than traditional

lesson. Also, it suggests that teachers primary use software activities and internet

searches as part of their lessons because they do not require new ICT skills on the

students part, or extra time to plan in a lesson. Another issue brought forward by the

technology coordinators was that they themselves may not necessarily have all the skills

required to take on the job of the technology coordinator. As one school coordinator

stated “…but in the land of the blind, the one-eyed man is king… maybe I know nothing

but I know a lot more that the rest of the people in the school…” (Lobos, 2008, p. 5). The

job of the technology coordinator is one that takes experience and skill, and may be a

position that is not easily filled.

Many countries have placed different values on the role of the technology

coordinator. For example, a comparative report conducted by Wong (2008) that

compared Hong Kong to England showed dramatic differences between the roles of

23

technology coordinator in those areas. The findings showed that in England technology

coordinators are highly respected and valued, and considered by schools to be

pedagogical and technical leaders. In contrast, Hong Kong technology coordinators are

not valued by teachers. This is believed to be directly linked with Hong Kong’s policies

that do no allocate any leadership duties to their coordinators.

One key issue for the technology coordinator surrounds the role in leaderships and

management as pointed out by Wong (2008). The leadership role has taken different

paths and many recommendations have been made in regards to the management and

leadership role of the computer technician. Who, then, should have complete oversight of

the management and leadership, the principal or the technical coordinator? In some cases,

the principals may have overall control, whereas in others it may be the computer

technician. Do either of these roles have the have the technical capability, required

background knowledge, adequate training, leadership skills to be a ICT lead? One

principal stated “How can I tackle an area such as instructional technology when I know

true integration requires a kind of change that I don’t know how to support, and involves

an approach to teaching that I am not familiar with myself?” (Brooks-Young, p. 3).

Another computer technician stated “…I deal with everything related to institution

management” (Lobos, p. 10). As pointed out by Ertmer, Bai, Dong, Khalil, Park, and

Wang (2002, p. 2), ICT management should be a shared responsibility between

principals and technology coordinators (Brooks-Young, 2002, p. 4). However, the

problem as stated by Scott McLeod, director of the UCEA Center for the Advanced

Study of Technology Leadership in Education (CASTLE) at Iowa State University

24

(2007), is because of the lack of technological ability and absence of technology

leadership by principals, technology coordinators are the actual technology leaders in a

school or a district. McLeod came to the conclusion that “Technology staff need more

leadership training and leaders need more technology training” (p. 17). Wong’s report

finds it crucial that, if ICT is to have an impact on classroom activities, polices need to

allow technology coordinators to have a joint leadership role with school headmasters or

principals. ICT coordinators need to have a say in all aspects of the process, from

implementation, to budget, to final policy creation.

The role of the technology coordinator varies throughout organizations globally,

just as much as the diversely of the job does. If there is a need for technology

coordinators, then their primary role should be pedagogical support and not technical

support. Therefore, policies and practices should reflect pedagogical outcomes. There is

also a need for technology coordinators to have a role in school or organizational

management when it applies to policies, budget and ICT in the classroom. If the role of

the technology coordinator is voluntary then it is recommended that a shared responsibly

be taken amongst a group of individuals with specific roles.

Support Service Technician

Today, schools are becoming increasingly dominated by new technologies such as

tablets, interactive whiteboards, projectors, mobile devices and a vast array of online

technologies. These new technologies have created a new age for the service technical

support technician within the school organization. The role of the service computer

25

technical support has fallen primarily under that of the computer technician. In light of

the new emerging technologies in the classroom, a new type of technician is emerging,

one who has to acquire a new set of skills to meet the demands of ICT in the classroom.

According to Peter F. Drunkin (cited by Bunk, 1999), “knowledge is the principal

resource of the 21st century, and knowledge is fundamentally different from the

traditional resource of labor, raw materials, or capital. Unlike information, which can be

computer-generated, knowledge is in the minds of workers and arises from their own

cognition and insight” (Michael B. Wonacott Gold Collar Workers).

According to a white paper generated by The Center for Accelerated Technology

Training and the SC Technical College System (2003), technicians today have to be

highly skilled generalists with a vast knowledge set. In the report, it compares the

technician to the old master craftsman who needs to be independent, creative, artistic, and

an innovative thinker who feeds on challenges. The technician is a person who also needs

to be an exceptional problem solver and be able to quickly decide which issues need to be

resolved and in what order. They also need to be able to work within a team, but equality

possesses the quality to lead a team if required to do so.

Technology support technicians have demanding jobs that require a diverse set of

skills, knowledge, and attributes. Many factors also come into play when one analyzes

the job description of a technician. A general job description provided by the Government

of the Northwest Territories outlines the general purpose, scope, responsibilities,

knowledge, skills, abilities, and working conditions of the technician. This example is

similar to other school technician job descriptions, but is unique because it has a detailed

26

account of the working conditions of the computer technician. (Document at

http://www.maca.gov.nt.ca/school/tools/JD_docs/Information%20Technician%20JD..pdf

).

The scope and responsibilities of the technician center primarily on servicing,

upkeep, and maintainance of all equipment that is considered to be related to technology

and infrastructure. The role also includes a research component, making

recommendations on the purchase of resources and services. The skill set required to be a

technician is a diverse as the role itself. Skill sets, as indicated in the job description, can

vary from computer troubleshooting, understanding economic, cultural and political

environments, being flexible, having stress management skills, plus a vast array of other

necessary abilities. The background recommended by the Center for Accelerated

Technology Training and the SC Technical College System (2003) state that, not only do

technicians have to have industry specific skills, they also need to be competent and have

a diverse background in math, English and the sciences. They have to have technical

skills, but also a soft skill set that requires them to be able to comprehend, apply, analyze,

synthesize and evaluate the tasks at hand (p. 5).

One key component in the job description, created by the Government of the

Northwest Territories, is the described working conditions of the technician, and more

specifically the nature of the environmental conditions:

The Information Technician may have to manage a number of projects at one time,

and may be interrupted frequently to meet the needs and requests of clients. The

Information Technician may find the environment to be busy, noisy, and will need

27

excellent organizational and time and stress management skills to complete the

required tasks (p. 4).

This description of the working environment is one that does not sound

pleasurable, but is a reality for most technology support workers. Teachers and

organizations must take insight into the working conditions of the technology support

worker in order to gain appreciation and understanding for what may be perceive as

simple service.

A number of resources point to stresses for technology support. Many studies

concerning computer professionals have reported many occupational health factors such

as psychological distress and commutative fatigue. In a study in Japan by Tominaga,

Asakura and Akiyama (2007) examined the environment of the computer technician.

They examined both micro and macro stressors in the workplace. Micro stressors are

such things as quantitative and quantitative workload, and macro stresses can include

supervisor support, management, and carrier development. They executed this study in

hopes of helping organizations understand ways to increase both organizational

effectiveness and employee well-being. Their overall findings concluded that, in all areas

of technical support, lack of evaluation systems, management systems, and established

history of IT within organizations has created an undeveloped characteristic that leads to

work overload. The study also suggests that organizations must have consistent

structures, policies, and procedures to be successful in maintain a healthy working

environment (p. 483).

28

A study by Robert Half Technologies that polled CEOs across America

researched the ratio of technology support compared to employees. It found, in 2007 and

2011 surveys, evidence that computer support technicians are overworked in terms of the

amount of technology they support within an organization. They concluded that

companies’ technology support on average is 42% smaller than the ideal size.

The question of how much technical support is a complicated one. Ngayan

(2007) recommends that you must examine closely the following three factors:

First is the complexity of the technology in the organization. How many desktops

are you running compared to laptops? How many types of operating systems are in your

network? How complex are the problems your technicians are solving? Second, you

must look at the organization’s expertise. What is the required expertise of your

technicians? What must they be able to do to solve the problems? What is the expertise of

the end user, and how productive are they at using the hardware within your

organization? Third, you must look at the trend analysis of your problems. She states that

you should be able to recognize spikes and dips when problems happen, and make sure

you are staffed up during those times. In a school setting, this may be in the case of

software rollouts, introduction of new technologies into the classroom, or possibly the

beginning of the school year, when all the users are accessing the equipment and system

for the first time. She also concludes that there may be other issues affecting the user-to-

technical –support-ratio such as technicians having direct access to the computers

through remote software, technician travel time, and organizational hardware standards.

She also claims that giving administrative rights or not allowing them at certain sites will

29

not necessarily reduce or add time. She states that “Power users that do not have

administrative rights to their machine involve more work for the technician” (Video at

http://www.zdnet.com/videos/whiteboard/users-to-tech-support-ratio/155252). The

question as posed by the amount of technical support organizations need is not simply

answered, and is unique to each organization and its environment. However, the amount

of technical support offed to teachers effects ICT in the classroom.

When examining Service Technical support regarding integrating ICT in the

classrooms, one must examine how the customer, in this case the teacher, views service.

If schools are lacking proper technical support, then teachers will be dissatisfied.

Research conducted by Carr (2007) that examined technology support mangers and the

services they provide reached conclusions for support providers. Evaluating teacher

reaction to support is a crucial component in making them feel that they have received

adequate service. It has been found that the customer will make the overall judgment of

fairness based on a number of dimensions. Teachers will make evaluations of their

treatment by technical support. In order for computer technicians to provide effective

service that procedures high levels of satisfaction, service technicians must ensure even

distribution of resources and services. It is important that no group be favored over any

other group. In order to do this, policies must be in place that allow computer technicians

to operate in a unbiased fashion.

Carr’s (2007) research suggests that policies are crucial, and that policies and

procedures must be visible to everyone and not be altered or biased. Along with fairness

and policies computer technicians must make sure the information and support they are

30

providing fits the needs of the teachers. In conclusion to providing support, computer

technicians and teachers must act in a way that displays interpersonal sensitivity. It must

be recognized that computer technicians get overwhelmed with technical problems, and

may act in ways that are viewed by teachers as less polite. Organizations must ensure that

computer technicians are well trained to display manners at all times. His research also

confirms that computer technicians must keep their promises and that teachers expect

their problems to be fixed correctly the first time, in a timely manner. Teachers will react

favorably when computer technicians give them personal attention and behave positively.

Guaranteeing that these actions and values are instilled in each computer technician will

allow for stronger satisfaction between teachers and the services they receive (p.122). It

is important that teacher, managers and support services be able to work together in a

manner that promotes student learning.

Conclusion

The issue of integrating ICT into classrooms is a highly debated and complex

situation for educational organizations. Undefined, disjointed roles and responsibilities

have arisen due to technology in education. From the classroom teacher to the global

educational community, individuals at every level of the spectrum have been debating

and implementing practices of ICT within their organizations. This paper examined a

series of research papers that gave insight into ICT in education and the changing roles of

personnel due to technology. Barriers have been identified that organizations, teachers,

and support personnel face within ICT. Finally, the need for support and policies within

31

ICT has been examined, as well as the roles and responsibilities of support services when

implementing ICT into schools.

It is evident that that technology has changed educational practices globally.

Teachers who try to implement ICT in the classroom have faced challenges that requires

specific policies and support services. Teachers need to have both technical support

services and pedagogical services in order to allow then to effectively integrate ICT in the

classroom. Due to ICT, teacher workloads have been expanded in the areas of

accountability and communication, and these high workloads have created a number of

barriers that may be overcome with the addition of support. Teachers receiving technical

support expect it to be done in a timely manner and right the first time.

ICT support in the classroom has been implemented, and the results have been as

diverse as the roles the process requires. In this research paper, support services were

divided into two categories: pedagogical and technical support. The outcome for

technology coordinators who have tried to support the pedagogical practices in ICT have

proved successful, but the pedagogical support personnel are typically viewed by teachers

as a technology support workers who can come to their immediate aid when the

technology they are using is not working correctly. Technology coordinators that support

pedagogy also need to be able to have a role in all aspects of management as it pertains to

ICT if they are to be effective. Support services that supply teachers with technical

support are typically overworked, and must acquire a vast array of skills and cooping

strategies in order to effectively perform their job.

32

Organizations need to be aware of the changes that ICT has brought into

education. That technology is changing the roles within the entire system. Teachers and

support staff need to be working within an infrastructure that is equally supportive to

everyone involved within the organization. When creating policies and plans, it is

important that everyone involved and affected by ICT are involved in those policies. It is

crucial that policies have objectives that relate to student learning and clearly state, for

who, what, where, and why they are in place.

This paper has shown that ICT has brought struggles along with a disarray of

problems and issues within education organizations. In order for ICT to be effective,

organizations and teachers, along with support staff, must devise a system that is

workable for everyone so that student learning remains optimal.

33

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