British Journal of Educational Technology Volume 45, Number 2, ISSN 0007-1013 e-ISSN 0007-1013 Publisher: Wiley
This paper provides a critical perspective on the attempts to promote the use of information and communication technology (ICT) in teaching and learning in England. It describes the rationale given for the introduction of ICT in terms of its potential to impact on educational standards to contribute to developing a curriculum which has more vocational/social significance and, more generally, to provide a catalyst for curriculum reform. The introduction of ICT is underpinned by the argument that schools should show a higher degree of correspondence with a wider world where the use of technology is pervasive. However, the claims made for ICT display excessive optimism and a sense of “inevitability.” ICT has had only a modest impact on schools, though impact has to be considered in the context of what can realistically be expected: the contribution of ICT has not been negligible. Future development in the use of ICT should be more measured and adaptive, taking account of the multidimensional nature of technology.
Hammond, M. (2014). Introducing. British Journal of Educational Technology, 45(2), 191-201. Wiley.
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Managing Technological Constraints and Educational Aspiration in a Multicultural Elearning Environment Design
Laïla Oubenaïssa-Giardina, CIRTA-Centre Interuniversitaire de Recherche sur le Téléapprentissage, Montreal, Canada; Madhumita Bhattacharya, Massey University, New Zealand
Journal of Interactive Learning Research Vol. 18, No. 1 (January 2007) pp. 135–144
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