TY - GEN
T1 - The brokerage work of school technology coordinators
AU - Lin, Fang Ling
AU - Chiou, Guey Fa
N1 - Publisher Copyright:
© 2015 IEEE.
PY - 2016/1/18
Y1 - 2016/1/18
N2 - This study investigated the problems of inefficiency that school technology coordinators (STCs) face in ICT integration instruction by examining their social networks of knowledge sharing. The authors conducted an ego-centric network survey of school technology coordinators' knowledge sharing to explore their brokerages work in exchanging knowledge with colleagues from different positions. The findings revealed that STCs rarely acquired the municipal help of ICT integration instruction. The dissemination of ICT integration instruction practices lacked brokerage pathways. STCs in exemplary schools of ICT-integration instruction had more opportunities to liaise with STCs of other schools regarding ICT practices relative to similar opportunities regarding ICT-integration instruction. STCs are "representatives" who can put technician staffs of their respective schools in touch with STCs of other schools through technology knowledge exchange. This study provides quantitative evidence from social network analysis to answer why STCs have not received the necessary support for them to be effective. Strategies are needed to encourage STCs in exemplary schools to share knowledge to STCs of other schools. Educational administrators should increase or create the institutional supports for practices of ICT integration instruction.
AB - This study investigated the problems of inefficiency that school technology coordinators (STCs) face in ICT integration instruction by examining their social networks of knowledge sharing. The authors conducted an ego-centric network survey of school technology coordinators' knowledge sharing to explore their brokerages work in exchanging knowledge with colleagues from different positions. The findings revealed that STCs rarely acquired the municipal help of ICT integration instruction. The dissemination of ICT integration instruction practices lacked brokerage pathways. STCs in exemplary schools of ICT-integration instruction had more opportunities to liaise with STCs of other schools regarding ICT practices relative to similar opportunities regarding ICT-integration instruction. STCs are "representatives" who can put technician staffs of their respective schools in touch with STCs of other schools through technology knowledge exchange. This study provides quantitative evidence from social network analysis to answer why STCs have not received the necessary support for them to be effective. Strategies are needed to encourage STCs in exemplary schools to share knowledge to STCs of other schools. Educational administrators should increase or create the institutional supports for practices of ICT integration instruction.
KW - ICT integration instruction
KW - knowledge sharing
KW - school technology coordinator
KW - social network analysis
UR - http://www.scopus.com/inward/record.url?scp=84963553642&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=84963553642&partnerID=8YFLogxK
U2 - 10.1109/TALE.2015.7386012
DO - 10.1109/TALE.2015.7386012
M3 - Conference contribution
AN - SCOPUS:84963553642
T3 - Proceedings of 2015 IEEE International Conference on Teaching, Assessment and Learning for Engineering, TALE 2015
SP - 36
EP - 42
BT - Proceedings of 2015 IEEE International Conference on Teaching, Assessment and Learning for Engineering, TALE 2015
PB - Institute of Electrical and Electronics Engineers Inc.
T2 - 4th IEEE International Conference on Teaching, Assessment and Learning for Engineering, TALE 2015
Y2 - 10 December 2015 through 12 December 2015
ER -