Carey grammar school

Many senior managers in schools see the acquisition and implementation of new information and communication technologies (ICTs) as key drivers in the advancement of their schools. Over the last 20 years pioneering schools, such as Carey Grammar School (Carey) in Melbourne, Australia have invested heavily in ICTs and created communities of digitally rich individuals. However, the extent to which these schools can be considered to have the attributes of a digital society, where there are shared beliefs, policies and practices with respect to the use of ICTs, has not been fully explored. As schools such as Carey continue to heavily invest in ICTs, perhaps the biggest challenges senior managers will need to resolve are the apparent tensions that exist between the values and attitudes of staff, students and parents populations towards the ever changing digital environment. While it may never be possible for these schools to completely exhibit the characteristics of a digital society, it may be possible to measure the extent to which these schools shares common values and attitudes, and use the findings to inform future digital strategies. To determine the extent that Carey is progressing towards becoming a digital society a questionnaire will be circulated to students in the 11th Grade (16--17 years old) that seeks to present their values and attitudes which underpin their relationship with technology. The analysis of the quantitative information from these questionnaires will provide baseline information that can be used to develop digital strategies in the future

Business · Grammar · Grammar school · ICTS · Information and Communications Technology · Pedagogy · Political science · Public relations · Sociology · Child Development and Digital Technology · Digital literacy in education · Gender and Technology in Education · Psychology