ABSTRACT
We continue the exploration of a school’s ICT capability by focusing on a role which is particularly important in generating the right attitudes and practices concerning ICT in the school. In setting up procedures for co-ordination, headteachers will need to consider a number of related issues, and we examine the main ones in the course of this chapter. Senior management have little direct impact on the day-to-day activities of teachers and pupils; it is middle managers who play a vital role in converting the vision and drive of senior management into effective teaching and learning environments. As a middle-level role, ICT co-ordination still does not impact directly on pupils’ learning, but the way in which the staff responsible effect the vital two-way links between senior management, subject leaders and class/subject teachers (see Figure 4.1) has the potential to make a great deal of difference to pupils’ attainment (Harrison 1998).
