Knowledge sharing, change and implementation of ICT in education in a university.

This thesis explores processes of knowledge management in a Dutch university, focusing on the development of knowledge to support the transformation of education with ICT, and more specifically to enhance the pedagogical use of ICT. The study explores the factors that hindered and facilitated the development of a knowledge network of ICT coaches to develop such knowledge.The study draws on theories and concepts relating to the transformation of education with ICT, organisation structure and leadership, and the management of change in universities. Particular attention is given to the social construction of knowledge within communities of practice and knowledge networks.A mixed method approach was chosen for this single-university case study in which constructivist and positivist methods were combined. The quantitative methods encompassed a baseline survey, a density analysis of the social network, and a virtual community analysis. Individual and focus group interviews were used as qualitative methods.A number of factors were identified which influenced why the ICT coach network did not develop in the way that was originally intended by the university. The coaches perceived too little or no management support and some coaches were inappropriately chosen as participants in the network. The findings showed that the ICT coach network was not a community of practice, and the development of the knowledge network was hindered by inadequate communication and social interaction. The ICT coaches in this case study showed a preference for face-to-face communication above the use of a virtual environment, and the coaches mainly had an instrumental rather than pedagogical focus towards the use of ICT in education.A change model for the implementation of ICT in education was developed from the findings. This model presents knowledge as a key determinant of attitudes and behaviour. The social construction of knowledge in networks, based on prior knowledge and practice-based knowledge makes it possible to evaluate this knowledge and determine a person's negative or positive attitude towards and instrumental or pedagogical use of ICT in education. The model suggests that that in order to change the behaviour of teachers in the use of ICT in education, teachers need to develop a knowledge domain about the pedagogical use of ICT in such a way that it will change their beliefs in a positive way.A number of implications are identified for universities when considering the professional development of teachers in the use of ICT and learning.