When ICT meets schools: Differentiation, complexity and adaptability

SUMMARY This paper explores the interaction between ICT and the school’s organizational structure according to Luhmann’s system theory and the multi-case study of 9 Israeli schools which have applied ICT-based pedagogic innovation. The interaction includes 3 aspects: 1. ICT generates 3 kinds of differentiation within the school’s organizational structure -----segmentation, stratification and functional differentiation. 2. Every differentiation is related to the school’s communication and set of contingencies-----ICT usage types, leadership style, time and space arrangement, source of expertise and champions. 3. All of the differentiations can increase internal complexity and enhance school adaptability, and affect school communication and the further ICT integration

CONTENTS Introduction Theoretical background Research design Results Discussion Conclusion

H YPOTHESIS ICT integration and the school's organizational structure interact

Problems What's it in the schools' communication that allows ICT integration and internal differentiation? What organizational conditions accompanied each type of differentiation? In what ways does ICT integration enhance school adaptability?

Methodology A theory-building and instrumental case study method - Summarizing the study design according to Eisenhardt's recommendations and Luhmann's system theory - School selection procedure - Data collection tools - Data collection process - Data analysis

Results Problem 1: Communication  3 similar elements: -Environment: the dynamic surrounding - School: an open culture; a history of innovation and striving towards excellence - ICT: a belief---ICT is an important pedagogic tool that can help the school to keep their high position  Every differentiation has own communication: - Segmentation: developing virtual courses and community or network - Stratification: developing a new stratum of computer trustees among students to help ICT integration. - Functional differentiation: developing a specialized unit to employ professional manpower to help ICT integration at a separate time and space

R ESULT Problem 2: the conditions for differentiation - ICT usage types - Leadership style - Source of expertise - Time and place arrangements - Champions ICT usage types Leadership style Source of expertise Time and place arrangements Champions segmentation Mass educationCentralized principals outsideintegratedteachers stratification Process educationCooperative principals insideSeparated for computer trustees, integration for all students students functional differentiation. Unit educationCharismatic leaders Outside resources with inside professionals SeparatedLeaders and professional team

R ESULT Problem 3: School adaptability Differentiation intensifies the organizational dilemmas The organizational dilemmas increase school’s internal complexity Internal complexity strengthens school adaptability

Conclusion and Perspective ICT integration and the school's organizational structure can interact:  The schools’ positive communication about ICT is more likely to introduce ICT.  The differentiation types are related to special combinations of variables----- leadership style, technology usage type, source of expertise, time and place arrangement, and champions.  If a school can confront the dilemmas which are intensified by the ICT integration, it’s more likely to stabilize its new structure.  A school which has experienced ICT integration is more likely to elaborate its communication about ICT