Margaret Farren M.Ed. Phd

School of Education Studies, Dublin City University

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Home Ph.D students Teresa Hennessy (Post-primary school)

Teresa Hennessy (Post-primary school)

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How I –the school’s ICT co-ordinator – can facilitate, promote, drive and lead the integration of ICT into classroom teaching and learning.

I teach Business subjects and ICT skills in Tallaght Community School in Dublin.  Our students range in age from 12 to 18 years, and are mixed in terms of ability, gender, religion and nationality.  There are about 47 teachers on staff who possess varying levels of ICT experience.  The school offers a wide curriculum over a six-year cycle. 
How I –the school’s ICT co-ordinator – can facilitate, promote, drive and lead the integration of ICT into classroom teaching and learning.

The role of the ICT co-ordinator has never been well defined within the Irish school system.  Two reports[1] from the Department of Education and Science in 2008 have drawn some attention to the role but stop short of creating a job description.  As a practicing ICT co-ordinator I want to explore what the role entails. As I examine my practice I am learning how I can define it in terms that are meaningful to me, and at the same time, meet the needs of my school and my teaching colleagues.  My research is at its heart a self-study, presenting an insider’s view in a (typical?) post-primary school.  Even within this narrow context, externally-imposed demands and constraints serve to shape the everyday reality of teachers and learners.

The area of interest in this study is how I –the school’s ICT co-ordinator – can facilitate, promote, drive and lead the integration of ICT into classroom teaching and learning.  Using an action research approach I endeavour to push the ICT agenda in a way that is relevant to our specific organisation, and that is sustainable and ‘real’ for teachers, and enhances the learning process for students.

Last Updated on Tuesday, 20 May 2014 17:28