Co‑ordinating the use of digital tools at the school level

The working paper by the OECD examines how schools can effectively co-ordinate the use of digital tools, stressing the growing importance of structured ICT co-ordination in complex technological environments. Drawing on existing literature and OECD work, it shows that the impact of digital tools on education remains uneven, with teachers differing widely in how they use technology. In many cases, use is still limited to communication rather than deeper pedagogical applications. The paper argues that digital tools are not inherently transformative; their value depends on deliberate, pedagogically grounded use, with teachers playing a central role in ensuring meaningful integration and avoiding risks such as distraction or cognitive overload.

The report proposes a conceptual framework for ICT co-ordination based on four domains: pedagogical, technical, policy and vision, and administrative. Pedagogical co-ordination supports teachers through capacity-building, guidance, and alignment with learning objectives, while technical co-ordination ensures the functioning and maintenance of infrastructure. Policy and vision focus on setting strategic goals, managing resources, and fostering a shared direction for digitalisation, supported by administrative tasks such as procurement and system management. The paper highlights that unclear roles can reduce effectiveness, and that successful co-ordination often depends on collaboration across multiple actors rather than a single co-ordinator.

Finally, the paper highlights the importance of enabling conditions at both school and system level. These include access to professional learning, leadership support, and structures for collaboration and knowledge exchange. ICT co-ordination is also seen as critical for addressing equity concerns, such as preventing digital divides and ensuring all learners benefit from technology. Given the rapid evolution of digital tools, including AI, the paper concludes that co-ordination must remain adaptive, context-sensitive, and continuously updated, with schools playing a key role in translating policy into effective classroom practice.