THE PROCESS OF CHANGE MANAGEMENT IN THE USE OF ICT

Taddeo (2006:6) contends that “educational leaders have the responsibility to be active participants in the integration of ICT”. To appreciate the importance of the change process in ICT integration, educators need to acknowledge that the learning potential will not be realised

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unless there is incorporation of knowledge of the change process (Fullan & Smith 1999 in Taddeo 2006:6).

Tearle (2004:9) posits that the characteristics of the process through which change is managed is important in change process. Rogers (1992) in Tearle (2004:9) cites five characteristics significant in the speed and ease of adoption of change: relative advantage, compatibility, complexity, trialability and observability. There is sometimes a reason for resistance which is important and can alert change managers to the need to re-assess their strategy (Ellsworth 2000 in Tearle 2004:9). Resistance to change in the use of ICT in this case should not be perceived as a threat but as a challenge and an eye opener in navigating strategies of the change management processes to attain the set goals.

Vital Wave Consulting (2009:11) contends the need to perform a readiness assessment which will require an understanding of the gaps between the ICT in primary education plan and existing infrastructure. Identifying the actions required bridging those gaps and learning about the technological and pedagogical advances that can be incorporated into the ICT plan is also a crucial requirement (ibid: 5). This will ensure focused change management with strategies that addresses the identified gaps in facilitating the use of ICT in secondary school administration.

Wango (2009) in Makhanu (2010: 27) explains that “there is a considerable increase in knowledge and innovations which have had an impact on education”. He elaborates that education policy makers will have to combine the knowledge of individual schools with an understanding of administrative and managerial factors and skills so as to influence the process of change.

Rogers (2003) in Al-Sharija (2012:33) identified and described a five-step process for the nature of change in which change flows through particular channels, over time, among the members of a social system. He also believes the process of change evolves sequentially from initiation, collecting information, conceptualising, planning for the adoption of an innovation, to making the decision of change implementation in the organisation. There are two broad categories of decision making; one is the official or policy instigated method, and the other is the democratic

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and practitioner initiated method. According to Rogers (2003), “each member of the organisation faces making decisions about innovations based on the following five factors:

 Knowledge: a person becomes aware of an innovation and has some ideas of how it works;

 Persuasion: a person takes a positive or negative attitude toward the innovation or change in a system;

 Decision: a person engages in actions that lead to a choice to adopt or reject the innovation or change;

 Implementation: a person puts an innovation or change into use; and

 Confirmation: a person assesses the outcomes of an innovation-decision already made”. (Rogers, 2003).

If the adopters are not aware of the change structures, implications and skills needed, they will not react effectively (Ellsworth 2000 in Al-Sharija 2012:33). Since these factors play important roles in disseminating change, the importance of the organisational leadership emerges. Thus, leadership appears critical for making each member of the organisation receptive to change (Al- Sharija 2012:33). Informed and focused leadership in this case will ensure transition to change with ease in the use of ICT among the various change agents.

“The implementation of a new technology project in a school does not end with buying computers” (Vital Wave Consulting 2009:14). While the technology deployment will bring significant learning and socio-economic benefits, many stakeholders may find it disruptive in the short term. Defining and executing the change management strategy early will ensure that the stakeholders are brought on board and prepared for the ICT in the Education Plan (ibid.).

Kokay (2004:17) posits that “ICT decision-making requires faster decision-making procedures than other issues within the school such as property development, staffing needs and teaching programmes. Additionally ICT decisions may also need to be revisited and changed more quickly than decisions relating to other school issues. This adds to the pressure on secondary school leaders who already find themselves faced with juggling other decision-making portfolios, such as curriculum and assessment (ibid.). Decision making process on the use of ICT

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in secondary school administration needs to address the current global trend of schools being part of the wider global community. If this is not addressed on time, the strategies adopted in the change process may become obsolete and a waste of physical and human resources all together.

Al-Sharija (2012:34) argues that “the change needs to be led by informed leaders who: understand the change processes; can solve conflicts; know the nature of change; and can generate the forces involved”. Since change is always associated with contradictions and dilemmas, it is necessary to be aware of these factors (ibid.). For any meaningful Change Management Process in the Use of ICT in secondary school to take effect, it requires several key agents some of which are discussed in the next sub-topics of this literature review.