ICT APPLICATIONS IN SCHOOL MANAGEMENT AND RECORD KEEPING: PROSPECTS AND CHALLENGES K.O.Oloruntegbe (Ph D, FSTAN) Science and Technical Education, Adekunle.

ICT APPLICATIONS IN SCHOOL MANAGEMENT AND RECORD KEEPING:

PROSPECTS AND CHALLENGESK.O.Oloruntegbe (Ph D, FSTAN)

Science and Technical Education,

Adekunle Ajasin University,

Akungba-Akoko

Working Objectives

At the end of this discussion participant would be able to:

Explain the various viewpoints on school management;

Discuss the different modes of technology in management and

services, state the usefulness of virtual services over physical

services.

Explain the use of internet, e-mails, chat rooms, web sites and

mobile technologies in management;

Explain the creation, the management, and the characteristics of

good records, storage, retention and disposal.

Discuss safety of records and state the requirements of the 1998

Data Protection Act in relation to usage of personal data;

Discuss the prospect and challenges of adopting new technology in

service

THEORIES ON MANAGEMENT - CATEGORIZATION

As a starting point the various categorization of the

subject field need be considered. The following categories

are sourced from literature.

Educational change (here we can discuss the reasons for

educational change, and the effects and impacts resulting,

particularly at an individual teacher or manager level).

Management of change (this is concerned with the

conception of management of change principles,

approaches and methods adopted in order to bring about

change, and to consider attitudes to change).

Management approaches (this category covers

specifically the types of management approach

that lend themselves to particular purpose or

outcomes, and the implications).

Organizational impacts (this category covers

the impacts of change upon organizations, both

from an institutional and a systems viewpoint).

ICT management (this tells how ICT is managed

within organizations, and the concerns and issues

that face managers and others in respect of ICT).

Strategic and tactical approaches (these concern the types

of approach that are involved when change and ICT use is

introduced into organizations and systems, and the impacts

that this has upon support and personnel particularly).

Personnel management (how the introduction of ICT is

shifting the needs for personnel within organizations and

institutions, and the future implications that there might be

in these respects).

Resource and resource development management (this is

concerned with how resources that are ICT-based can both be

developed in a range of ways and by a variety of groups, and

how their uses are managed within educational situations).

Financial and procurement management (this is concerned with

aspects of finance and procurement that managers in educational

situations now need to consider).

Planning and project management (this category covers the

approaches and needs for planning and project management when

different ICT uses are being introduced into educational situations).

Managing sustainability (this category is concerned with the ways in

which managers in educational situations are now considering

maintainability and sustainability, and the implications that arise for

the future).

Monitoring and evaluation processes in management (this category

covers the methods and approaches which can be used within

educational situations to monitor, evaluate and reflect upon outcomes

of ICT uses for the variety of purposes originally intended).

EMERGING GROUPS

The areas which are general non-ICT specific:

Educational change.

Management of change.

Management approaches.

Organizational impacts.

The areas which are general and ICT-specific: ICT management.

Strategic and tactical approaches.

The areas where more ICT-specific

coverage is needed are:

Personnel management.

Resource use and resource development

management.

Financial and procurement management.

Planning and project management.

Managing sustainability.

Monitoring and evaluation processes in

management

Technology in Management and Service

Encounter

Advances in communications and

information technology are having

profound effect on ways we do services

in industry, in schools and other

important sectors. Online services have

replaced the trivial face-to-face

interaction of service providers and

customers. Five modes of technology in

service encounter is shown below:

The A mode is called technology-free service

encounter, where the customer is in physical proximity to

and interacts with a human service provider. This mode

represents the traditional high-touch service that we

experience at a screening service that the SUPEB and

TESCOM engage their teachers in most times. This is a very

old 19th century fashion where technology does not play a

direct role. Unfortunately, this is type we still engage in

leading to time lose and risk of lives on the death traps we

call roads. Most personal care services fall into this category,

along with some professional services such as law, consulting,

and psychiatry.

The B mode is called technology-assisted

service encounter, because only the service

provider has access to the technology to

facilitate the delivery of face-to-face service.

Many health care procedures fall in this category

such as an eye exam during the office visit to an

optometrist. Traditionally, airline representatives

used a computer terminal to check in passengers

are encouraged to use check-in kiosks

represented by mode E. This is the type used in

biometric data capture and analysis.

The C mode is called technology-

facilitated service encounter, because

both the customer and service provider have

access to the same technology. For example,

a financial planner in consultation with a

client can refer to a financial model on a

personal computer to illustrate projected

returns for different risk profiles.

D mode, called technology-mediated service

encounter, the customer and human service

provider are not physically co-located and thus the

service encounter no longer is the traditional “face-to-

face” contact. Communication is usually enabled by a

voice telephone call to access services such as making a

restaurant or hostel reservation or getting technical

help from a distant call center. Consider, also, how

General Motors has bundled a remote monitoring

service in its automobiles called “OnStar” that use GPS

(global positioning satellite) to reassure stranded

motorists that assistance is just a call away.

In mode E, called technology-generated service

encounter, the human service provider is replaced entirely

with technology that allows the customer to self-serve (i.e

outsourcing the job to their customers). This mode is becoming

more common as firms attempt to reduce the cost of providing

service. Examples are ubiquitous –bank ATMS, check-out

scanning, airport check-in-kiosks, online reservations, and

interactive voice response (IVR) technology in call centers. This

is the type I used to secure appointment (sabbatical) as a

Visiting Senior Lecturer to University of Malaysia. The table

below serves to illustrate a few of the above.

VIRTUAL VERSUS PHYSICAL SERVICES

A comparison of virtual (electronic) and physical

services is shown in Table 2. The features represent

general characteristics that vividly differentiate the

alternative delivery system. Table 3 displays the

advantages and disadvantages of online and traditional

grocery shopping, an activity in which almost everyone

participates.

Table 2. Comparison of Virtual and Physical

Services

INTERNET AS A SERVICE ENABLER IN

MANAGEMENTThe internet is a worldwide, publicly accessible network of

interconnected computer networks that transmits data

using the standard Internet Protocol (IP). It is a “network of

networks” that consists of millions of smaller academic

(.edu), business (.com), non-profit (.org), and government

(.gov) networks, which together carry various information

and services, such as electronic mail, online chat, file

transfer, streaming media, voice-over-IP (VoIP), and access

to the World Wide Web (www).

EmailEmail can be a useful tool in the development of communication

skills and extending the learning process. Students of foreign

languages use email to correspond with native speakers abroad, for

example, or to send and receive weather data across the world and

pupils with special needs find email a valuable tool where letter

writing or using the telephone would be impossible. However, there

are a number of management implications of implementing email in

school, and acceptable use of email by staff and pupils. Should all

staff and pupils have their own mailbox, should staff email

addresses be available to everyone, pupils and parents alike? Should

pupils be able to send homework by email? Schools should have a

policy in place that specifically addresses these, and related, issues.

Chat rooms

Chat is a way of communicating with others in real time over the

internet in virtual meeting places called ‘chat rooms’. Although mainly

regarded as a leisure activity, chat rooms can also provide educational

benefits. Pupils are able to chat with peers anywhere in the world,

sharing experiences, comparing lifestyles or working collaboratively.

Within school, pupils should only be given access to educational chat

rooms. They should be moderated to ensure that discussions are kept

on topic and that there is no bad language or inappropriate behaviour.

Good chat rooms should have clear policies and privacy statements

setting out acceptable behaviour, and these should be upheld and

enforced. Guidelines for using chat in school should be included in an

acceptable use policy.

School websites

Many schools now have their own website,

providing excellent opportunities for showing the

range and breadth of work the school does,

providing a source of information to parents, and

developing links with the wider community. There

are, however, certain safety issues that need to be

considered:

A school website should take care to protect the

identity of pupils: where a child’s image appears,

the name should not, and vice versa

Mobile technologiesThe developments of mobile technologies such as phones

(including camera phones) and PDAs have many benefits for the

individual and to education. In addition to the standard services

of voice calls and text messaging, the more advanced networks

such as 2.5G and 3G provide:

video messaging

mobile access to the internet

entertainment services (e.g. video streaming of sporting

events)

Information-based services. Increasingly, schools need to

include these devices in acceptable use policies.

RECORD KEEPING

Records creation

The prime objective of records creation is to ensure that

only records needed by the system are created and enter

the system. The implication of this is that not only

might unnecessary records be created, but that some

important activities could be overlooked in the creation

of records. The generation of records needs to be

managed because this is where the records enter the

records system

Management of Records

The management of the records after their

creation is just as important as ensuring that

the right records are captured. The basic

premise of records management, which is to

'manage organizational information so that it

is timely, accurate, complete, cost-effective,

accessible and usable' (Robek et al. 1995:7)

must be adhered to

Characteristics of good record keeping. From the submission of Robek et al, 1995 above the

following characteristics of good record keeping must be

upheld. These are: it must be

(i). Timely, (ii). Accurate,

(iii). Complete,

(iv). Cost effective,

(v).. Accessible and

(vi). Usable.

It is a sad thing to always find no reliable data or no

data in front of our country Nigeria in record kept by

international agencies like the World Bank, UNESCO,

and World Statistics or even in African. It is either the

record is foolishly and dangerously inflated that little

children are not convinced. Examples are education

expenditure per GDP, education expenditure per child

in primary schools, per student in secondary schools

(Oloruntegbe, 2012). It is a common knowledge that

primary school teachers are forced to inflate primary

school enrolment for heaven knows what reason. This

is clear contradiction to quality of good records being

accurate, complete and usable.

Records storage

Records storage is largely concerned with the

storage of records that are no longer constantly

referred to but are occasionally needed for

business. These are semi-active and inactive

records. These records often safeguard 'crucial

organizational interests hence the need to keep

them for as long as they may be needed' (Penn et

al. 1994:208). Keeping these records implies

identifying them so that they can be separated

from active records and then storing them away

from expensive office space

Records storage

Records storage is largely concerned with the

storage of records that are no longer constantly

referred to but are occasionally needed for

business. These are semi-active and inactive

records. These records often safeguard 'crucial

organizational interests hence the need to keep

them for as long as they may be needed' (Penn et

al. 1994:208). Keeping these records implies

identifying them so that they can be separated

from active records and then storing them away

from expensive office space

Records retention and dispositionA records retention and disposal programme is crucial to the

management of the records of the organization. The benefits of a

retention and disposition programme are aptly summarized by Ricks et

al. (1992:75–76) as follows: 'A records retention programme provides a

timetable and consistent procedures for maintaining the organization’s

records, moving the records to inactive storage when appropriate and

destroying records when they are no longer valuable to the organization.'

The absence of record retention schedules will mean that some of the

records that are no longer needed by the system might still be kept, and

those that are still needed by the system may be destroyed. Another

implication is that an institution may lose valuable evidence and vital

memory as records disposition had not been developed systematically

Management of electronic recordsThere is no doubt that record keeping is increasingly becoming

digital (Edith Cowan University 2002). The presence of personal

computers in every office and a local area network shows that the

institutions (must make use) are increasingly making use of

digital records; they are continually being generated in

electronic format and may exist only in that format.

Research revealed that the application of ICT in record keeping

in Nigeria is near zero (Aduwa-Ogiegbaen & Iyanmu, 2005) and

the management of electronic records was unsatisfactory. The

same can be said of many institutions in Africa (Ngulube 2004b).

KEEPING PERSONAL DATA SECUREAll personal data needs to be kept safe and made available only to those

who are authorized to access it, and this raises a number of issues:

The first is compliance with the Data Protection Act (DPA) which requires

annual registration by schools and LEAs regarding the data they collect and

keep and how they use it.

Secondly, information is passed to third parties who are contracted to

provide services for schools. The DPA requires those who own the data and

pass it to others to ensure that measures are in place for its safety and

integrity and that it is not used for any purpose other than that for which it

was collected, as well as how it will be destroyed when it is no longer

required.

What information should be passed on, what information should be held by

whom and where it will be held so that individual pupils are not identified is

the one of the goals of DPA.

Safe disposalAn aspect of data security that can be overlooked relates to the disposal

of computing equipment. Schools have legal responsibilities for the

personal data which will be on hard disks (including things like email and

passwords). Just deleting files or even formatting the disk is not sufficient

since widely available software programs can recover some or all of the

information.

Schools are advised to check that the organization to which any

equipment may be given will provide a warranty that they also securely

erase all disks. It is advisable to consult your local technical support for

advice in these areas.

If the disks contain particularly sensitive information, then the industry

recommendation is that they should be physically destroyed by fire or

smashing them.

GLOBALIZATION, INFORMATION MANAGEMENT

AND VISIONS (2020)

You cannot run away from your shadow was a sub topic in

my lecture presentation to school administrators in this

state last year (Oloruntegbe, 2011). The time has come

that we cannot do but join the whole world (globalization)

and do things the right way it should be done without

cutting corners. We are known to always cut corners and

day dream. By now we should be well grounded in accurate

information generation and dissemination – knowledge

economy – making use and sharing information with other

nations.

PROSPECTS AND CHALLENGES.

So much have been mentioned about the prospects of ICT

in school management and record keeping. It is an under

statement to state that it makes

work faster,

more efficient,

more effective,

more accurate,

more rewarding,

more secured using surveillance cameras in hot spots

like banks

It helps managers to make more efficient decision from up-to-

date information (Demir, 2006). It is the in thing in the whole

world;

e-administration,

e-finance,

e- government,

e-assessment,

e-attendance,

e-food,

e-everything, as the world moves on in this 21st century

(Oloruntegbe, 2011). We not do things as if we are still in the

20th C

CHALLENGES,

For the challenges, it must be said that any innovation is a

destroyer of tradition: thus, it requires careful planning to

ensure success. By necessity, the productivity benefits of new

technology will change the nature of work. Any introduction of

new technology should include employee familiarization to

prepare workers for new tasks and to provide input into the

technology interface design (e.g., will typing skills be required,

or will employees just point and click?). There are no longer

typing position in offices in most nations of the world where

workers are computer literate and internet compliant. See table

4 for our position in computer availability and usage among

selected African nations.

Typing position will go. Not to worry the money expended on

wages can be used to provide employment in another sector.

All managers and administrators have to prepared and to be

computer literate and internet compliant in line with global

standard..

Office operations will be less of print media but more of

electronic thereby greening the environment also along global

standard. Memos, minutes of meetings, announcement etc can

go from sender to destination through e-mail, management

portal on website etc.

The configuration of the office will change in conformity with

the current standard; more computers, internet facilities, even

recreation will be in compliant.

Most transactions will be done online, the purchase of virtually

everything starting from the smallest sim card, recharged cards to

bigger office equipment. This will block channels of wastage and of

siphoning fund.

Staff will need to update knowledge regularly sharing and

comparing notes, with international bodies, learning and getting to

knowhow things are done with better results elsewhere.

The big picture is that you can afford to be obsolete, monotonous

and static workers of the 19th century but innovative, initiative and

dynamic worker of he 21st century. Information leads to better

knowledge acquisition, knowledge is wealth. This is to corroborate

the France Prime minister’s (2007) position that source of wealth is

no longer natural resources but science and technology, knowledge

economy.

For services, the impact of new technology might

not be limited to the back office. It could require

a change in the role that managers and clients

play in the service delivery process. Customer

reaction to the new technology, determined

through focus groups or interviews, also provide

input into the design to avoid future problems of

acceptance (e.g., consider the need for

surveillance cameras at automated teller

machines).

Country Computers per 1000people Internet Users per 1000 peopleBotswana 40.7 29.7Burkina Faso 1.6 2.1Ghana 3.8 2.3Namibia 70.9 26.7Nigeria 7.1 1.7Senegal 20.4 10.7South Africa 72.6 68.2Tanzania 4.2 2.3Uganda 3.3 2.8Zimbabwe 51.6 42.9

Table 4. Computer and internet usage in selected African nationsSource: World Bank Working Paper No 101 – Developing Science, mathematics and ICT Education in Sub-Saharan Africa

For us in this part of the globe we need to ask how many

are computer literate. How many are internet compliant?

How many are prepared to accept the innovations that

come with ICT as a big innovation? What about the

problems posed by inadequate power supply, inadequate

funding and the absence of political will in pulling the

bull by the horn? It seems we have not started the journey

to relevance. Until we imbibe the right attitudes to doing

things we may never be on the mark to start the race but

remain spectators in the global relevance and economic

development. May God help us.

WHAT TO DO

The computer in your school and office is not for

decoration. Learn and get to use them. Encourage

yourself and staff to take computer literacy quite

seriously. Order for more to complement or go over all

intending users. Get assistance to train your staff and

students from government and other agencies. There are

several non-governmental organizations, UNESCO,

UNICEF willing to help if you seek assistance. To do all

these by the way you need to be computer literate and

internet compliant.

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Demir, K. (2006). School management information systems in primary schools. The

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