Information and Communication Technology (ICT) Integration: An Innovative Strategy to Improve Educational Administration and Management Effectiveness

A. Background of the School

1. Organisational Structure, Leadership and Culture

Al-Izzah Islamic School is a fast growing and privately-funded school located in East Java, Indonesia. It was officially established in 2006 and is committed to provide an alternative education at the secondary and high school level. The school’s mission is to create a learning community providing a holistic education and it maintains a strong vision to become a leading and world-class standard institution (Lpmi Al-Izzah, 2011). Presently, the school has 350 students and more than 50 full-time teachers and supporting staff who are dominated by young learning professionals. Although hierarchical structure still exists in the school, in the last two years the foundation body or so-called yayasan, seems be less authoritative indicated by giving more autonomy for the school administrators to develop teaching and learning as well as the school’s administration and management related policies. With respect to the school leadership and culture, at the moment the school is led by a visionary leader with strong commitment to develop a world class Islamic school. Moreover, as the school maintains holistic education, the school’s principle values including openness to Islamic values, respect, professional and collaboration are tried to be embedded in workplace and teaching and learning situation. As a newly established institution, Al-Izzah has gained a good reputation particularly for its initiatives in teaching and learning programs as well as the students’ academic achievement in the district (Lpmi Al-Izzah, 2011).

2. SWOT analysis of the School

In this section the summary of the SWOT analysis of the school is presented in order to get holistic information of the current school situation. To achieve this, firstly the degree of power and influences of the school stakeholders is identified. Later, both the internal and external environment scanning is carried out. Bryson (2004) asserted that both stakeholder and environmental scanning will provides accurate information of the current school’s situation, what should be accomplished and the viable course of actions of how to achieve it. The internal organisation analysis will focus on the school structure, leadership, culture, core competency, rigidity and ICT use. Meanwhile, the external environment scanning will be carried by using the PESTG framework including political, economical, social, technological and geographical situation. The summary of the SWOT analysis is presented in the appendix.

3. Effective school administration and management: An emergent challenge in the school

Along with the government policy on education decentralisation or so called School Based Management System (Act of National Education System, 2003) and the growing competition in providing quality education, during the past five years, Al-Izzah Islamic School has developed and grown very rapidly. In terms of teaching and learning process, Al-Izzah has been moving from a traditional model of learning to a more students’ centred and effective practices through the integration of a variety of teaching and learning approaches and utilisation of available technology and resources. With respect to the stakeholders involved, the school has also successfully attracted more educated and middle income parents from different parts of the country to send their children to Al-Izzah. Moreover, in pursuing the global education standard, the school has also been developing its education services through students and teachers’ exchange with overseas recognised institutions as well as international certification for its students. This significant school development has inevitably created a more complexity particularly in managing the school administration and management that should be more innovative and accountable in delivering quality education through an effective and efficient management system while at the same time dealing with the existing competitors.

The current condition, nevertheless, indicates the administration and management system at Al-Izzah Islamic School has not been effectively managed (see the SWOT analysis summary at the appendix). This can be recognised when the school administrators are unable to effectively monitor the students’ progress, performances of the teachers and staff and the school operations at large. In administrative activities, the current management system is also still unable to effectively control and manage the students and teachers’ records, payroll system, timetabling or scheduling and other related tasks. The current management system also does not work effectively and accurately for academic administration purposes such as absentee data, evaluation format and report, student and classroom distribution, and other related documentations. More importantly, the current management system also does not support timely-effective and costly-efficient communication both among the school members and external stakeholders particularly students’ parents, community, the district superintendants, policy makers, and the school partners. These indicators indicate that as the school rapidly keeps moving there should be more attention should be given to the current administration and management system without which Al-Izzah will be unable to effectively achieve its desired objectives as well as coping with the existing competitors.

B. ICT Integration in the School Administration and Management: An Improvement Strategy

Numerous studies on ICT in education have yielded a compelling positive result, the utilisation of information and communication technology (ICT) in education sector particularly in supporting a more effective and efficient management functions (Haddad, 2001). In this regards, Ruud (2000); Visscher, et al., (2001); Newhouse (2002) and Brook-Young (2006) have confidently asserted that an effective utilisation of ICT in the school administration and management may result in a number of advantages either for the teachers, schools or for the education system level at large.

For the teachers, the infusion of ICT in school management can assist them in accomplishing the administrative tasks such as planning, testing, marking and recording. In so doing, ICT improves teachers’ productivity and work quality by saving their time and ease of work (Newhouse, 2002; Brook-Young (2006). For the school, the integration of ICT in the school management through particular customisable-management softwares such RM Maze software used in Australia or Paket Aplikasi Sekolah (PAS) and Sistem Manajemen Aplikasi Sekolah (SMASH) software developed in Indonesia or other commercially available softwares may enable the school to manage its administration and school operation in a more effective and efficient way including maintaining student records; managing curriculum content; supporting pedagogy; maintaining timetables and classes; financial management; facilitating communication among the school members and stakeholders and supporting school library (Newhouse, 2002; Maki 2008; Noni, undated; Moses, 2001; Morrone, 2001). In the system level, the use of ICT such as Educational Management and Information System (EMIS) may be employed to enable efficient information and communication networks and sharing among schools or the policy makers within a particular district or to conduct an analysis for policy planning (Moses, 2001; Newhouse, 2002).

Although the above studies have informed the possibility of ICT use for improving the school management functions and effectiveness, the infusion of ICT in the administration and management system at Al-Izzah is still very limited (see the SWOT analysis summary at the appendix). At the moment, most of the ICT application in the school is only directed to assist the teachers in delivering their instructions; while, in supporting administration and management system the school still does not have a clear policy and direction of the ICT employment. Accordingly, most of the administration and management related duties are managed ineffectively and conventionally. By largely considering the current contextual condition of the school which is more complex and requires more effective management system, integrating ICT in the current school administration and management system seems to be an effective strategy in order to improve effectiveness and efficiency of the administration and management functions at Al-Izzah Islamic School.

C. ICT Inclusion in the School Administration and Management: Scope and Focus

As previously outlined, the potential advantages of ICT infusion in the school administration and management may be aimed at improving effectiveness and productivity either for teachers, the school or system education level at large. For more effective application and achievable results, the scope of the ICT integration at Al-Izzah Islamic school may focus on the following areas:

1. Student administration

The first focus of the ICT integration is directed to manage and organise the student administration related matter from time of enrolment to students becoming alumni. It is a more students’ centric database that is used to record the following issues:

1. The student information detail

2. The student attendance record

3. Award, behaviours and suspension

4. The student enrolment and time table

5. Extracurricular activities

6. Alumni information detail and programs

7. Financial registration and scholarships

2. Human resource management

The ICT focus on human resource management is intended to manage the school structure, teachers and staff more effectively. This is used to maintain the human resource details and other human resource related issues with an accurate detail and up to date information. The human resource issues covered in this area of focus include:

1. The school personnel information detail

2. Personnel attendance record

3. Role and responsibilities (position) and job descriptions

4. Qualifications and professional development record

5. Performance management record: monitoring record, goal achievement, appraisal rubric, and portfolio

6. Promotion, achievement and rewards

7. Current school programs and important notices

8. Payroll system

3. Academic and curriculum administration

The ICT focus in this area may be the most complex and requires strong commitment and participation of the whole school personnel particularly teachers and staff. This is aimed at maintaining an accurate and up to date academic and curriculum information and database which is useful for and directly impacts on the effectiveness of daily school operation. The focus of ICT integration in this area involves:

1. The curriculum and standard detail

2. Topic or subject information

3. School and teaching time table

4. Teaching space and room allocation

5. Class list or students’ distribution

6. Lesson plan and curriculum development format

7. Linked and integrated grade entry system

8. Student’s achievement report, ranking and statistic

9. Student’s attendance and counselling record

10. Annual academic evaluation record

D. An Incremental Plan of ICT Integration at Al-Izzah Islamic School

The following incremental plan is developed from an ICT integration framework suggested by Crouch et al. (2001) and Australian Department of Education.

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E. Risk Management

Integrating ICT into the school administration and management system is a breakthrough step that requires adequate planning both prior and during implementation including planning regarding the viable impacts following the process or risk management. At the outset it should be noted that ICT infusion in the school administration and management system inevitably creates extra work, increases accountability and transparency and also possibly results in unfavourable outcomes and changes that altogether threatens current school practices and rewards. As such, any forms of resistance or constrains during the implementation process is more likely to occur. Crouch et al. (2001) indicated that as the result of ICT integration the school stakeholders’ attitude and perception particularly the teachers and staff’ in general may be grouped into two; passive responses indicated by reluctance to use the ICT and putting more attention on other priorities; and active responses represented in the complaints of the hardware and software quality and updates, performance measurement, reward system and competing visions of what ICT in the management system should look like. Bissaso et at. (2008), moreover, maintained that in most developing countries, the greatest challenge of infusing ICT into the management system may be cultural indicated by resistance to change or apparent inertia when change is implemented.

In response to the above situation, Barsh and Capozzi (2008) indicated that an effective innovation should be initiated from the top and integrate the innovation into the senior leadership agenda. In this way, the ICT development team and the school members at large will be more confident, optimistic and motivated since the decision making, implementation and reward system is well supported by the system. Crouch et al. (2001) further suggested that as ICT integration is considered as a demanding innovative agenda in the school there should be a strategic schema to maintain its sustainability by lowering initial expectations and being realistic from the outset about the duration of implementation, making the implementation process appealing by increasing the degree of school members’ interaction, and balancing reward system. Moreover, providing ongoing professional development of the ICT skills and functions in school management system may also be an effective strategy to strengthen individual capability (Holt, 2007) valuable for maintaining teachers and staff positive perception and attitude toward ICT integration.

Another critical issue to consider is the school commitment to the financial investment. It should be noted that in addition to its huge advantages ICT integration in the school requires a lot of financial support both at the initial time implementation and recurrent cost for technological maintenance, technical supports, and ongoing professional development. Technology develops very rapidly over time. More advanced hardware and software are introduced and as the result of this new skills are also required through professional development programs. All of these dynamic situations are inevitable that requires financial supports from the school. In addressing this issue, Barsh and Capozzi (2008) maintained that linking and integrating the innovation strategy particularly when it is financially demanding into the organisations strategic and budgeting plan is critical. In so doing, the school will be more aware of the school budgeting situation and financial ability to support the ICT integration. Moreover, linking the innovation to the school strategy and budgeting plan may enable the school to determine the level of priority of the ICT integration which directly impacts on the financial commitment of the school. Another way to reduce financial issue is by strategically and effectively using the internal school capabilities to the greatest degree possible. Crouch et al. (2001) suggested that in order to maintain an effective cost of ICT use, the school should be strategic in allocating the available budget by taking the full advantages of the school potential and capabilities before hiring the external resources or supports.

References

Act of Republic of Indonesia on National Education System, 20, 2003.

Australian Departement of Education. Planning ICT implementation. Retrieved November 10, 2011 from http://www.deewr.gov.au/Schooling/DigitalEducationRevolution/Resources/guide/Implementation/Pages/PlanningICTimplementation.aspx.

Barsh, J., & Capozzi, M.M. (2008). Managing innovation risk. Strategic Finance. 82, 10, 13-16.

Bisaso, R., Kereteletswe, O., Selwood, I., & Visscher, A. (2008). The use of information technology for educational management in Uganda and Botswana. Intenational Journal of Educational Development, 28, 565-668.

Brooks-Young, S. (2006). Critical technology: Issues for school leader. USA: Corwin Press.

Bryson, J. M. (2004). Strategic planning for public and nonprofit organisations: A guide to strengthening and sustaining organisational achievement. Jossey-Bass: San Francisco.

Crouch, L., Enache, M., Supanc, P. (2001). Education management information system (EMIS): Guidelines for design and implementation. Techknowlogia: International Journal of Technology for the Advancement of Knowledge and Learning, 3, 1, 46-49.

Haddad, D.W. (2001). The education enterprise: Is it manageable? Techknowlogia: International Journal of Technology for the Advancement of Knowledge and Learning, 3, 1, 5-6.

Holt, R (2007). Risk management in International Encyclopaedia of Organization Studies. SAGE Publications. Retrieved 10 Nov. 2011 from .

Lpmi-Al-Izzah (2011). Visi, misi, dan tujuan (Vision, Mission and Goals), retrieved November 10, 2011 from http://lpmi-alizzah.com/statis-2-visidanmisi.html.

Maki, C. (2008). Information and communication technology for administration and management for secondary schools in Cyprus. Retrieved November 5, 2011 from http://www.pliroforiki.org/joomla/index.php?option=com_docman&Itemid=57.

Morrone, J.M. (2001). Technology for successful management and accountability in US K-12 schools. Techknowlogia: International Journal of Technology for the Advancement of Knowledge and Learning, 3, 1, 39-40.

Moses, D. K. (2001). Education management information system: What is it and why do we not have more of it? Techknowlogia: International Journal of Technology for the Advancement of Knowledge and Learning, 3, 1, 8-12.

Newhouse, P.C. (2002). Literature review: the impact of ICT on Learning and teaching. A paper presented to the Western Australia Department of Education, December.

Noni, N (Undated). Modul 1: Penerapan teknologi informasi dan komunikasi (TIK) dalam pendidikan (Module 1: Applying ICT in education). A paper presented at workshop for vocational and senior high school principal candidate, Makassar State University.

Ruud, P. (2000). School improvement through ICT: Limitations and Possibilities. European Conference on Educational Research (ECER), University of Edinburgh, 22nd September.

Visscher, A.J., Wild, P. & Fung, A. (2001). Information Technology in Educational Management; synthesis of experience, research and future perspectives on computer-assisted school information systems. London: Kluwer Academic Publishers.

Appendix:

The Summary of SWOT Analysis at Al-Izzah Islamic School

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