This working paper aims to provide an overview of the literature on how the use of digital tools can be co-ordinated in schools. It focusses on different forms of Information and Communication Technology (ICT) co-ordination roles and their growing importance in the face of evolving technological potential and risks. The working paper has been developed from a synthesis of existing and ongoing OECD work on the resourcing of school education for the digital age. In particular, it draws upon some of the initial work reviewing the literature on ICT co-ordination as part of a project that is funded by the European Union via a Technical Support Instrument, and implemented by the OECD, in co-operation with the European Commission, to support Bulgaria and Slovakia in developing more team-based approaches to ICT co-ordination. The working paper highlights the increasing complexity of co-ordination of ICT in schools and the subsequent need to carefully attend to how formal co-ordination roles are conceptualised and implemented. Alongside this, the working paper draws attention to the structural supports that can help increase the effectiveness of ICT co-ordinators in a fast-paced digital world. The working paper illustrates how these considerations are operationalised in different systems to respond to meet specific needs.
