Management strategies for delivering Information and Communication Technology (ICT) in English secondary schools

The effective delivery of Information and Communication Technology (ICT) in English secondary schools lies beyond the authority and scope of traditional concepts of departmental management. Secondary schools that assume that ICT can be implemented through traditional management roles and departmental organisational structures are unlikely to be effective as these are too restrictive (Owen, 1992).
Models of educational management provide useful standpoints that can be analysed to inform theorising that seeks to identify possible features of a successful management strategy for delivering ICT in English secondary schools. In this paper, analysis of the different models of educational management identified by Bush (1995), i.e., the formal, collegial, political, subjective, ambiguity and cultural models, is used to inform theorising and derive a management strategy for delivering ICT in English secondary schools. This strategy is broader and more firmly grounded in theory than earlier attempts to describe such a strategy, and there is evidence of its effectiveness in practice (Crawford, 2001b), however, more research is needed.