The Effectiveness Of The Use Of Information And Communication Technologies In The Management Of School Attendance
Keywords:
Information and communication technologies, school attendance, attendance managementAbstract
The article assesses the effectiveness of information and communication technologies in the management of school attendance. The author proceeds from the thesis that the question of effectiveness is ordinarily posed without specifying the outcome against which it is to be measured, and that the failure to disaggregate four distinct outcomes — the accuracy of the record, the speed of detection, the administrative cost and the attendance actually achieved — accounts for the persistent discrepancy between the expectations attached to such systems and the results they produce. It is demonstrated that the technology reliably delivers the first three outcomes and delivers the fourth only through organisational conditions it does not itself supply, since the binding constraint upon improvement is ordinarily the response to detected absence rather than its detection. Employing the comparative-analytical and systemic methods, the study examines the single mechanism for which substantial experimental evidence exists — the correction of parental misbeliefs concerning the extent of their children’s absence, established by T. Rogers and A. Feller and by P. Bergman and E. Chan — and shows it to be an informational rather than an automational mechanism. Seven conditions of effectiveness are established, together with the risks of displacement, habituation and inequitable reach.
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