ICT Application for Administration and Management: A Conceptual Review
用于行政和管理的 ICT 应用：概念回顾
Simin Ghavifekr*, Mojgan Afshari, Saedah Siraj & Kalaivani Seger
Simin Ghavifekr*， Mojgan Afshari， Saedah Siraj & Kalaivani SegerFaculty of Education, University of Malay, Kuala Lumpur,50603, Malaysia
马来大学教育学院，马来西亚吉隆坡，50603
Abstract 抽象
Information Communication Technology (ICT) plays an important role in enhancing the quality of education. Administration and management applications of ICT are currently popular in schools due to its capabilities in facilitating administration activities from data storage to knowledge management and decision making. In this paper, review of the literatures regarding applications of ICT, types of applications and their effectiveness for administrative activities in schools is presented. Result may shed light on administrators to improvise and increase the utilization of ICT in daily administrative tasks to make their work more efficient and effective. Finally recommendations for school administration growth of ICT knowledge and practice will also be discussed.
信息通信技术 （ICT） 在提高教育质量方面发挥着重要作用。ICT 的行政和管理应用程序目前在学校中很受欢迎，因为它能够促进从数据存储到知识管理和决策的行政活动。本文回顾了有关 ICT 应用的文献、应用类型及其对学校行政活动的有效性。结果可能会阐明管理人员在日常管理任务中即兴创作和增加 ICT 的利用率，以提高他们的工作效率和效果。最后，还将讨论对学校管理、ICT 知识和实践增长的建议。
© 2013 The Authors. Published by Elsevier Ltd. Open access under CC BY-NC-ND license.
© 2013 作者。由 Elsevier Ltd. 出版。在 CC BY-NC-ND 许可下开放获取。
Selection and peer-review under responsibility of The Association of Science, Education and Technology-TASET, Sakarya
由萨卡里亚科学、教育和技术协会-TASET 负责的遴选和同行评审
Universitesi, Turkey. Universitesi， 土耳其.
Keywords: ICT; application; administration; management; school
关键词：信息通信技术;应用;管理;管理;学校
1. Introduction 1. 引言
In the current information age, educational institutions are expected to play a crucial role as the engine for knowledge generation and learning environment. In this regard, Information, Communication Technology (ICT) becomes the vital means to facilitate this task. ICT has become an essential part of our everyday life; accordingly, its integration in education is inevitable and cannot be avoided. This is due to the fact that using ICT in education has become one of the most effective factors in school improvement (Tosun & Baris, 2011) not only for the purpose of teaching and learning, but also for administrative use.
在当前的信息时代，教育机构有望作为知识生成和学习环境的引擎发挥关键作用。在这方面，信息、通信技术 （ICT） 成为促进这项任务的重要手段。ICT 已成为我们日常生活的重要组成部分;因此，它融入教育是不可避免的，无法避免。这是因为在教育中使用信息通信技术已成为学校改进的最有效因素之一（Tosun & Baris，2011）不仅用于教学和学习，还用于行政用途。
ICT applications in education can be considered as an effective enabler to create access, store, transmit, and manipulate different information in audio and visual form, due to the capability of ICT in providing proactive environment (Kawade & Kulkarni, 2012). ICT applications in education may be used for various purposes. It may be used for effective teaching-learning processes to achieve quality education and overall development of students or for administrative purposes by teachers, staff and management team.
由于信息通信技术在提供主动环境方面的能力，教育中的信息通信技术应用可以被视为创建访问、存储、传输和操作各种信息的有效推动者，以音频和视频形式存在，这（Kawade & Kulkarni，2012）。教育领域的 ICT 应用可用于各种目的。它可用于有效的教学过程，以实现优质教育和学生的全面发展，或用于教师、工作人员和管理团队的行政目的。
In this paper administration and management mean control and verification of system and the process of organizing and managing resources of all kinds in sufficient quantity and quality to ensure that set objectives are reached (Sushmita, 2007; Alan, 1988). Many countries including Malaysia has formulated ICT strategies and policies for their education systems administration and management (Ghavifekr, et al., 2012). The reason is that the national governments are taking a higher inventions position to make the technology strategy a reality (Kaur, 2004, p.1)
在本文中，行政和管理是指对系统的控制和验证，以及以足够数量和质量组织和管理各种资源以确保达到既定目标的过程（Sushmita，2007 年;Alan， 1988）。包括马来西亚在内的许多国家都为其教育系统行政和管理制定了信息通信技术战略和政策（Ghavifekr et al.，2012）。原因是各国政府正在采取更高的发明地位，以使技术战略成为现实（Kaur，2004 年，第 1 页）
The Malaysian Ministry of Education Articulation of ICT in education focused on developing an ICT literate community which believe that technology will support success in the global markets of the future. The Ministry’s three main areas of interests in the ICT application in education as follow:
马来西亚教育部将 ICT 应用于教育的阐述专注于发展一个具有 ICT 素养的社区，该社区相信技术将支持未来全球市场的成功。该部在 ICT 教育应用中的三个主要兴趣领域如下：
- ICT will be used as an enabler to reduce the digital divide between the country’s schools by enabling ICT access for all students.
ICT 将用作推动因素，通过为所有学生提供 ICT 访问来缩小该国学校之间的数字鸿沟。
- ICT will be used as teaching and learning tools in education, taught as an independent subject and integrated into others; and
信息通信技术将用作教育中的教学工具，作为一门独立的学科进行教学，并与其他学科相结合;和
- ICT will be used to enhance efficiency, effectiveness and productivity of management in education (Multimedia Development Corporation, 2005).
信息通信技术将用于提高教育管理的效率、有效性和生产力（多媒体发展公司，2005 年）。
To achieve above goals and objectives, the Ministry provided some facilities such as computers, ICTbased tools, and wireless connections to all schools nationwide. Recently, Malaysian government established one new programme called “Digital Malaysia” to advance the country towards a developed digital economy by 2020. Digital Malaysia is a national programme, based on three strategic planning ; i) to create an ecosystem that promotes the pervasive use of ICT in all aspects of the economy to connect communities globally; ii) to interact in real time resulting in increased Gross National Income, enhanced productivity and iii) to improve standards of living. This will result in a developed digital economy that connects and empowers government, and citizens.
为了实现上述目标，教育部为全国所有学校提供了一些设施，例如计算机、基于 ICT 的工具和无线连接。最近，马来西亚政府制定了一项名为“数字马来西亚”的新计划，以推动该国在 2020 年之前迈向发达的数字经济。数字马来西亚是一项国家计划，基于三个战略规划;i） 创建一个生态系统，促进 ICT 在经济各个方面的广泛使用，以连接全球社区;ii） 实时互动，从而增加国民总收入，提高生产力，以及 iii） 提高生活水平。这将带来一个发达的数字经济，将政府和公民联系起来并赋予他们权力。
This paper reviews the various factors that influences the choices made by the school administrators as well as the reasons why certain ICT usage are adopted and why some are abandoned (Singh & Muniandi, 2012). Moreover, the technological revolution is a major challenge for school administration. One of the challenges facing by schools is the lack of ICT applications usage among teachers because of their low level of literacy in ICT knowledge and capability. The purpose of this paper aims to understand the ICT applications usages in school administration and management. More specifically this review set out to address the following objectives:
本文回顾了影响学校管理人员做出选择的各种因素，以及为什么某些ICT的使用被采用，以及为什么一些被放弃的原因（Singh & Muniandi，2012）。此外，技术革命是学校管理的重大挑战。学校面临的挑战之一是教师缺乏 ICT 应用程序使用，因为他们在 ICT 知识和能力方面的素养水平较低。本文的目的是了解 ICT 应用在学校行政和管理中的用途。更具体地说，本综述旨在解决以下目标：
- To identify applications of ICT for school administration and management
确定信息及通讯科技在学校行政和管理中的应用
- To learn about ICT application tools which are being used by school administration and management;
了解学校行政和管理正在使用的 ICT 应用工具;
- To understand effectiveness of ICT applications for school administrative and management activities.
了解信息通信技术应用对学校行政和管理活动的有效性。
The results of a qualitative review and analysis of the related literatures on aspects of ICT applications in education management and administration are presented in this paper. Apart from literatures, information were also found from reviewing official documents including; Multimedia Development Corporation 2005, ICT policy of Malaysia, Ministry of Education’s Educational Technology Division’s (BTP - Bahagian Teknologi Pendidikan) Information and Communications Technology (ICT) Procedure for school ICT coordinators handbook. More detailed information on ICT application in administration and management in education are discussed in the following sections.
本文介绍了对 ICT 在教育管理和行政方面的相关文献的定性回顾和分析结果。除了文献外，还通过查阅官方文件发现了信息，包括;多媒体发展公司 2005 年，马来西亚的 ICT 政策，教育部教育技术司 （BTP - Bahagian Teknologi Pendidikan） 信息和通信技术 （ICT） 学校 ICT 协调员手册。以下各节讨论了有关 ICT 在教育行政和管理中的应用的更多详细信息。
2. ICT Applications in Education Administration and Management
2. ICT 在教育行政和管理中的应用
In the recent years, ICT applications have been using in education administration and management to support sustainable development. A software based tools and applications are a piece of computer program which execute useful tasks for education, such as word processing, desktop publishing, running a database, creating a presentation or e-mail program (Higgins & Packard, 2004). There are three main administration groups that applying ICT in their various activities and actions in their daily administration and management job at schools including: Administration head, Administration teachers, and Administrative staff.
近年来，ICT 应用程序已用于教育行政和管理，以支持可持续发展。基于软件的工具和应用程序是一种计算机程序，用于执行对教育有用的任务，如文字处理、桌面出版、运行数据库、创建演示文稿或电子邮件程序（Higgins & Packard，2004）。有三个主要的行政组，他们在学校的日常行政和管理工作中的各种活动和行动中应用信息通信技术，包括：行政主管、行政教师和行政人员。
2.1 Administration Head 2.1 行政主管
According to Afshari et al (2012) as an administration head, school principals should have basic skills of using ICT in school daily administrative and management job. Principals function as a role model when computer technology is applied to administrative and managerial task. As an instructional leader, principals facilitate teacher’s integration of computers in teaching and learning (Singh & Muniandi, 2012), as an transformational leaders they they encourage creativity, open-mindedness and facilitate conditions and events that create a positive environment for technology adoption (Afshari et al., 2012) .
根据 Afshari 等人（2012 年）作为行政负责人的说法，校长应具备在学校日常行政和管理工作中使用 ICT 的基本技能。当计算机技术应用于行政和管理任务时，校长充当榜样。作为教学领导者，校长们促进教师在教学和学习中整合计算机（Singh&Muniandi，2012），作为变革性领导者，他们鼓励创造力、开放性，并促进为技术采用创造积极环境的条件和活动（Afshari et al.，2012）。
While. administrators usually apply PowerPoint presentation to give an instruction and giving in-house training in a more interesting way, teachers have a more favourable attitude toward the instruction in this way (Chen, 2012). Mwalongo (2011) has found that administration use ICT applications, to prepare school announcements, reports, letters for meeting with parents, student registration, and teachers and staff employment. Besides, ICT applications also used effectively by administrator in decision making process, store information as well as online applications (Selwood, 2004; Afzaal, 2011).
而。管理人员通常使用 PowerPoint 演示文稿来给出指导，并以更有趣的方式进行内部培训，教师以这种方式对教学持更有利的态度（Chen，2012）。Mwalongo （2011） 发现，行政部门使用 ICT 应用程序来准备学校公告、报告、与家长会面的信件、学生注册以及教职员工就业。此外，管理员还可以在决策过程、存储信息以及在线应用程序中有效地使用 ICT 应用程序（Selwood，2004 年;Afzaal，2011 年）。
Webb (2011) noted that instructional leaders directly and indirectly determine the success or failure of teacher competencies in instructional technology. These leaders are also instrumental in integrating technology into the classroom curriculum through the teachers that are employed. Administrators play major role in providing successful learning environments and they should make it possible for their teachers to adopt technology to make a difference (Afzaal, 2012).
Webb （2011） 指出，教学领导者直接或间接地决定了教师在教学技术方面的能力成败。这些领导者还通过雇用的教师在将技术整合到课堂课程中方面发挥了重要作用。管理人员在提供成功的学习环境方面发挥着重要作用，他们应该让他们的教师能够采用技术来发挥作用（Afzaal，2012）。
2.2 Administration Teachers
2.2 行政教师
Administration teachers are the teachers who besides their teaching activities also have administration responsibilities. The administration teachers on the front line are the directors and chiefs of all the offices and departments (Lin et al., 2011). In Malaysia, administration teachers can be divided to three groups which are curriculum head, students Affair Head and Co-curriculum head. The curriculum head teachers are responsible in handling overall student’s record. Teachers under this curriculum head have to maintain all records regarding the pupils by keeping in particular format. This computer files contains pupils cumulative records, formative
行政教师是除了教学活动外还承担行政职责的教师。第一线的行政教师是所有办公室和部门的主任和主任（Lin et al.， 2011）。在马来西亚，行政教师可分为三组，即课程负责人、学生事务负责人和联合课程负责人。课程主任负责处理学生的整体记录。该课程负责人下的教师必须通过保持特定格式来保存有关学生的所有记录。此计算机文件包含学生累积记录，形成性