The Introduction Of It Within Schools

Published Date: 02 Nov 2017

Introduction

The following essay will describe the concept of efficiency and effectiveness within IT. Reasons for and against this argument will be discussed and personal examples will be provided. The essay will also offer solutions to the aforementioned problem.

Efficiency and effectiveness are terms used a lot in schools, yet many people do not understand the difference between these terms. To fully understand how these terms relate both to each other and then subsequently IT, definitions will be provided.

http://en.wikipedia.org/wiki/Efficiency

Efficiency is usually described by the extent to which time or effort is well used for the intended task or purpose. Efficiency refers to doing things in a right manner, a systematic manner; it is usually defined as an output to input ratio and focuses on getting the maximum output with minimum resources. For example, efficiency improvements would focus on the reduction of resources; such as people spending less time on day-to-day tasks. This also means the focus is on doing things right first time; it requires documentation and repetition of the same steps. Doing the same thing again and again in the same manner can also however discourage innovation. In order to be efficient time and again, discipline and rigor is required. This can build inflexibility into the system. The focus on efficiency usually means an organisation will concentrate on the removal of waste from its processes.

Effectiveness

http://www.differencebetween.net/business/difference-between-efficiency-and-effectiveness/

Effectiveness is usually described as the capability of producing a desired result. When something is deemed effective, it means it has an intended or expected outcome. Effectiveness refers to doing the right things and constantly measures if the actual output meets the desired output. Since efficiency is all about focusing on the process, importance is given to the ‘means’ of doing things whereas effectiveness focuses on achieving the ‘end’ goal and therefore takes into consideration any variables that may change in the future. A focus on effectiveness encourages innovation, as it demands people to think about the different ways they can meet the desired goal.

Efficiency and effectiveness in relation to IT

The introduction of IT within the school setting has brought about some positive changes. IT has enabled administrative tasks to be completed efficiently. Efficiency within IT refers to tasks being completed and administrative duties being reduced due to the use of IT. Effectiveness however, refers to the desired outcomes being achieved. If we relate this to IT the focus would relate to the output of a process, such as a final report or the outputted data from the process. Unfortunately, the majority of IT systems are designed for improving efficiency and not effectiveness. This can be due to tight budget constraints for the school and therefore a focus on saving money. This then can lead to IT systems being put in place with the sole focus on reducing time and effort and not on the effectiveness or quality of the output. The following part of this report will try to describe where the IT systems and schools systems clash over efficiency and effectiveness.

Effectiveness and efficiency in the use of IT within schools offers a reasonable debate. Administrative tasks can now be completed in a shorter time period. Data can be entered once and then used repeatedly for other tasks, accuracy is increased because the data is copied digitally rather than manually, and finally as data can be stored digitally less storage will be required than that of its paper based equivalents. Despite the efficiencies that IT undoubtedly brings to the school, effectiveness can however be compromised. Storing information about pupil’s attendance and punctuality can be used to generate reports by all the administrative staff, however, the Headteacher may never read some of these reports and therefore these reports are not effective.

There is an on going argument that addresses the efficiency versus effectiveness debate within IT. Improvements in the efficiency of school administrative duties have been evidenced by the introduction of IT, and yet the effectiveness of this is questionable. For example, school dinner money system is IT based, with the data input into the computer programme and displayed using excel spreadsheets and formulas, the data is then fed back into a report. This report allows the administrative staff to check that all money has been collected. This is a very efficient system, and it provides the correct information very readily and the system allows data to be viewed and objectives to be met. However, this system is only deemed effective if the data has been correctly inputted, if not then effectiveness is lost whilst efficiency is maintained.

Another example that illustrates that effectiveness can be compromised when achieving efficiency with the use of IT within the school, is with the school emailing system. The emailing system enables all of the administrative staff to communicate with each another and to pass messages onto members of staff without having to leave their work space and thus leave their desk unmanned. This system is an efficient mode of communication, and one that can be effective if the messages are received and responded to. Effectiveness can be lost if emails are left unopened. For example, within the school environment that I am employed, some members of staff are unsure of how to use the emailing system and therefore the effectiveness of using the emailing system is compromised, as the messages that needed to be communicated have not been received by the intended party.

The final example of how IT reduces effectiveness through improved efficiency is through the use of IT systems to generate reports and letters. IT software packages such as MS Office make it very easy to create letters and reports. Standard templates can be saved and used in an efficient manner to very quickly create letters for absence, after school club letters, newsletters etc. This however can lead to badly thought out templates and even incorrectly structured letters that are not properly designed for the purpose. Many times these letters are sent out with incorrect details as data has been copied from one letter to the next without much thought or effort. This type of use of IT is very common within the school environment and although it saves time and is perceived to be efficient, the effectiveness of such documents, however can become compromised. For example, the receipt of a letter that is impersonal, has details missing or is incorrect, can lead the receiver to lose trust in the school and subsequently in the administrative capabilities of its staff.

Possible solutions to improve effectiveness of IT

The following section describes some potential solutions to the loss of effectiveness due to the introduction of IT. It should be noted that the best solution would be a combination of all of the following.

IT policies / IT Acceptable Use Policy

Setting out clear guidance on how IT should be designed, procured and utilised within a school is key. By creating both clear IT policies including ‘Acceptable Use Guidance’ allows the school to set up mandates on how IT can and, more importantly, cannot be used. The policies should guide the user on what is expected from them and clearly state what effective IT looks like. Some good examples of mandates would be:-

School Letters - School letters should always be on headed paper and must clearly state the pupils name, address, and the reason for the letter. Letters should always be proof read by another member of staff prior to posting.

Email – Email must be used for school purposes only; email should not be used to disseminate workload; email should never be used for informing parents of issues with pupils.

New IT systems

Involving the end user in the selection, design and implementation of any new IT system will always help improve both effectiveness and efficiency of IT systems. End user knowledge of the processes used would help reduce any design issues, improve solution design and ensure that nothing is missed.

Education programmes

Education is a critical element of any IT whether this is new or existing IT. Education and training on how to properly use the systems is critical as well as informing all staff of the IT policies. Education programmes should describe efficiency improvements and how they are to be achieved. The programme should also include training on the correct use of IT, ensuring links to the ‘Acceptable Use Policy’. This will help ensure effectiveness is embedded into the processes from the beginning.

Quality Control / Check Points

Where information is generated from IT systems that is going to be used outside of the school organisation, such as for parents’ letters and outside agencies, quality controls should be put in place. These can be as simple as proof reading, sample checks or even automatic grammar and spell checking. These will ensure that data leaving the school is as accurate as possible and instil a level of quality expected across the school.

Conclusion

Effectiveness can very easily be lost to efficiency with the use of IT. The solutions identified above can help minimise the loss of effectiveness, however a focus on being efficient can result in effectiveness being compromised.