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In this paper we review articles published in the proceedings of the conferences of the IFIP Working Group 3.7 in order to classify them by the most relevant topics and to identify the main research patterns followed by the Group. We have also established the major research methodologies used by the Group to carry out its work. Finally, we end up with a brief comparison with the information systems and technologies (IS/IT) field of study with the purpose, on the one hand, of recognising common tendencies and, on the other, of diagnosing how mature is information technology for educational management (ITEM) research.

Schools as places for institutionalized learning could be a perfectly suitable domain for knowledge management systems. Making knowledge about teaching and learning as well as school performance available to the relevant stakeholders seems to be a promising approach. The crucial question is how to identify information needs, select the relevant data and how to organize feedback. In this paper, the computer-based support of classroom decisions and school management on the basis of standardized test results will be presented. With the help of these assessment information systems, feedback on different levels for different target groups in the school system can be organized. Reflecting on the rich body of empirical research on management information systems, we will present an example for an assessment information system from Hungary, which has just started with computer-support for data-driven decision-making. This case study illustrates the potential added value for the key stakeholders in the school systems.

Use of the term varies depending on the context. In this paper we will investigate its use in relation to research output in universities. Universities need to keep track of their research and to note what research papers have been written, the topic of the research, who collaborated in the writing and where the research was published. To collate and store this data some type of information system is needed. There are several reasons why universities need to keep track of their research output. Firstly this is necessary for accountability purposes, and in order to gain funding from Governments and other funding bodies — this is the principal reason why such systems are set up. Universities also like to publicise what they are doing and this also requires recording research output. Another possible use of this information however, relates to intellectual capital and the management of knowledge. Researchers can benefit greatly from knowing what other researchers have done, and what they are currently doing, but universities are large institutions making this difficult to achieve. In the paper we will argue that this constitutes an important but underutilised application for research management systems.

Informatics Education for high schools started in 2003 in Japan. Aithough it is compulsory, university freshmen in 2006 are expected to have large differences in their computer literacy competency. One of the reasons for this is that many teachers have no technical knowledge of Informatics because they were licensed by taking only ninety hours of training during their summer vacation. It is necessary for universities in Japan to classify their freshmen with respect to their computer literacy to be able to provide appropriate education. We have developed a testing system for this but further improvement is required due to quality variations of the test. Appropriate classification of the problems is also required for giving good advice for the student to learn properly. We are developing a Learning Management System (LMS), which supports not only students but also the collaborative works of teachers as well.

The purpose of this study is to explore the architecture for a collaborative learning environment, in which individual learning and collaborative learning are smoothly connected. We proposed a composition model of a collaborative workplace, and a management model for action in the collaborative learning space and the state of learning context. Based on the ides, in this paper we describe a Contents-Sharable mechanism between a private workplace and a collaborative workplace.

This paper discusses the potential of two information and communications technology tools designed to support the management of school teachers’ professional knowledge. Framed by drawing on experience of teacher education in England, the paper is structured around a consideration of what is meant by teachers’ professional knowledge and issues in technology-mediated professional development. Two evaluative case studies of ICT-mediated knowledge management for teacher development purposes are presented. First, an evaluation of a curriculum development project in initial teacher education in several European countries; second, a project to develop more experienced teachers’ skills in the teaching of aspects of enquiry-based science in UK secondary schools. Implications of innovative approaches to the management of teachers’ professional knowledge using ICT are discussed.

The empirical research in this paper examines teachers’ attitudes to, and uses of ICT for administration and management. Additionally teachers’ views were sought on the factors that would influence their use of ICT, and the effects of their using ICT for administration and management. The primary teachers in the sample reported generally positive attitudes to all aspects of ICT use for administration and management and a wide range of uses, but managerial use was somewhat limited. Some concerns were expressed relating to the age of hardware and the level of technical support available, and although they were generally happy with the quality of the training they had received, a very large majority felt they needed more training to improve further their skills and use of ICT for administration and management. Teachers noted improvements in communications and access to a variety of data since ICT was introduced for administration and management in their schools. Ongoing investment is needed if the situation is to be sustained and improved.

te@chernavi is an application for the secure management of personal information and students’ records in school. It aims to support schools that are undergoing big changes brought by structural reforms of the Japanese society from the perspective of school administration, which is a key part of school management. It realizes also a secure system irrespective of platforms thanks to system development with open resources.

Advancements in telecommunication services and networking, have remarkably improved information communication services. The growing need of proper and secure communication is based on using appropriate communication technologies to work effectively and efficiently to meet the objectives of the information users. For some time this has been a great problem. For example, if one element e.g. a cable is supporting high bandwidth but a router limits it. In this paper supportive elements in information communication to enhance the communication performance are discussed. The technologies discussed here are: LAN/WAN, wireless, cabling Ethernet & ATM, iSCSI, IPv6 and outsourcing. These elements have been analysed, keeping in view how safely, efficiently, timely and exchangeable interfaces can be maintained for the sake of e-learners. These issues have been raised in the Indian context.

All schools store a considerable amount of administrative data on their students, and this is collected from a number of different sources. Depending on the requirements of their national or state education systems most schools store this data in a prescribed format so that it can be used to prepare reports for these education authorities and for local school use. The question we ask is whether any other classroom use can be made of all this data, and that is the question addressed in this paper. In the paper we examine a case study of a primary school in the state of Victoria, Australia and how it is attempting to come to grips with this question.