Concept-Guided Development of ICT Use in "Traditional" and "Innovative" Primary Schools: What Types of ICT Use Do Schools Develop?
Journal of Computer Assisted Learning Volume 28, Number 5, ISSN 1365-2729 Publisher: Wiley
The fit between existing educational practices and promoted classroom use of information and communication technologies is increasingly recognized as a factor in successful integration of such technologies in classroom practice. Using a descriptive multiple-case study design, we characterize the types of information and communication technology (ICT) use resulting from a "concept-guided" approach in five schools. Teachers at schools characterized as having a "traditional" or an "innovative" school concept were supported in designing and implementing ICT-enhanced learning arrangements that fit their schools' educational concept. In the traditional schools, ICT was primarily applied to extend and support the use of standard teaching materials in mostly teacher-directed activities. The innovative schools on the other hand used ICT tools primarily to support open-ended activities with a lot of input from the pupils. All five schools expected ICT to increase pupils' motivation, improve learning results, promote self-directed learning, and enable differentiation between pupils. Yet underneath these goals, we find distinct differences in expectations between the two school types. (Contains 3 tables.)
de Koster, S., Kuiper, E. & Volman, M. (2012). Concept-Guided Development of ICT Use in "Traditional" and "Innovative" Primary Schools: What Types of ICT Use Do Schools Develop?. Journal of Computer Assisted Learning, 28(5), 454-464. Wiley.
Cited ByView References & Citations Map
Interactivity with the interactive whiteboard in traditional and innovative primary schools: An exploratory study
Sandra de Koster, VU University Amsterdam; Monique Volman & Els Kuiper, University of Amsterdam
Australasian Journal of Educational Technology Vol. 29, No. 4 (Sep 22, 2013)
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