Establishing efficient and effective written communication in secondary schools and the role of information technology in this

Abstract

This study seeks to investigate the establishment of efficient and effective written communication in secondary schools and the role that information technology may play in this. In order to do this in such a wide field the study has focussed on three main types of written communication: the staff noticeboard, the staff handbook and the staff bulletin. As a piece of small-scale research the method chosen for the investigation was that of a double case study using observation and interviews.
The results of the investigation point to a tendency for secondary schools to be drawing closer in their communication systems. Whilst the results tend to confirm those of previous studies the research points to correct presentation of the information being crucial to the effectiveness of the communication.
Information technology now plays a vital role in the production of written communication but it's potential in being able to instantly transmit written messages to terminals elsewhere and handle data lies untouched. Views established through research into the take-up of information technology in school classrooms and office administration do not seem to be wholly applicable in schools' written communication. Teachers appear willing to use and adapt to the new technology. The research
found that reluctant 'users' circumvented the problem by delegating the productioü of material to others and this explains to an extent the reason for the lack of further development of information technology in this area.
The research also clearly pointed to the availability of hardware and expertise to advise in its use as being ultimately more important in information technology than the in-service courses externally provided.