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Under which conditions does ICT have a positive effect on teaching and learning? A Call to Action
ARTICLE

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Journal of Computer Assisted Learning Volume 29, Number 1, ISSN 1365-2729 Publisher: Wiley

Abstract

‘Under which conditions does ICT have a positive effect on teaching and learning?’ This was the leading question of the International EDUsummIT in The Hague, the Netherlands. The bases for the discussion were the scholarly findings of the International Handbook of Information Technology in Primary and Secondary Education, a synthesis of research in the field of information and communication technology (ICT) in education. Seventy international policymakers, researchers, and practitioners developed a Call to Action, which summarizes the main action points where policy, research, and leadership need to join forces in order to successfully implement ICT in educational practice. These main action points include a view on the role of ICT in 21st century learning; conditions for realizing the potential of multiple technologies to address individual needs of students; better understanding of the relationship between formal and informal learning; the implications of technology for student assessment; the need for models for leadership and teacher learning to successfully implement technology; the potential of ICT for digital equity; and the development of a list of essential conditions to ensure benefit from ICT investments. In this contribution, we present the Call to Action and synthesize the research on which the Call is based.

Citation

Voogt, J., Knezek, G., Cox, M., Knezek, D. & Brummelhuis, A. (2013). Under which conditions does ICT have a positive effect on teaching and learning? A Call to Action. Journal of Computer Assisted Learning, 29(1), 4-14. Wiley. Retrieved December 12, 2019 from .

Cited By

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  • Technology Enhanced Quality Learning for All: The EDUsummIT 2015 Call to Action

    Joke Voogt, University of Amsterdam, Netherlands; Kwok Wing Lai, University of Otago, New Zealand; Gerald Knezek, University of North Texas, United States; Peter Albion, University of Southern Queensland, Australia; Jo Tondeur, Ghent University, Belgium; Alona Forkosh-Baruch, Tel-Aviv University, School of Education, Israel; Miri Schönfield, Kibbutzim College of Education, Technology and the Arts?, & MOFET Tel Aviv, Israel; Thérèse Laferrière, Laval University, Canada; J. Michael Spector, University of North Texas, United States; Punya Mishra, Michigan State University, United States; Petra Fisser, Netherlands Institute for Curriculum Development Netherlands, Netherlands; Danah Henriksen, Arizona State University, United States; Rhonda Christensen, University of North Texas, United States; Paul Resta, University of Texas, United States; Mike Searson, Kean University, United States; Charoula Angeli, University of Cyprus, Cyprus

    Society for Information Technology & Teacher Education International Conference 2016 (Mar 21, 2016) pp. 1246–1248

  • Technology Enhanced Quality Learning for All: The EDUsummIT 2015 Call to Action

    Joke Voogt, University of Amsterdam, Netherlands; Kwok Wing Lai, University of Otago, New Zealand; Gerald Knezek, University of North Texas, United States; Peter Albion, University of Southern Queensland, Australia; Jo Tondeur, Ghent University, Belgium; Alona Forkosh-Baruch, Tel-Aviv University, School of Education, Israel; Miri Schönfield, Kibbutzim College of Education, Technology and the Arts?, & MOFET Tel Aviv, Israel; Thérèse Laferrière, Laval University, Canada; J. Michael Spector, University of North Texas, United States; Punya Mishra, Michigan State University, United States; Petra Fisser, Netherlands Institute for Curriculum Development Netherlands, Netherlands; Danah Henriksen, Arizona State University, United States; Rhonda Christensen, University of North Texas, United States; Paul Resta, University of Texas, United States; Mike Searson, Kean University, United States; Charoula Angeli, University of Cyprus, Cyprus

    Society for Information Technology & Teacher Education International Conference 2016 (Mar 21, 2016) pp. 797–799

  • Technology Enhanced Quality Learning for All

    Joke Voogt, University of Amsterdam/ Windesheim University, Netherlands; Gerald Knezek, University of North Texas, United States; Ferial Khaddage, Deakin University, Australia; Therese Laferriere, Laval University, Canada; Paul Resta, University of Austin, United States; Peter Albion, University of Queensland, Australia; Punya Mishra, Michigan State University, United States; Petra Fisser, Netherlands Institute for Curriculum Development, Netherlands; Mike Searson, Kean University, United States; Mike Spector, University of North Texas, United States; Kwok Wing Lai, University of Otago, New Zealand; David Gibson, Curtin University, Australia

    Society for Information Technology & Teacher Education International Conference 2015 (Mar 02, 2015) pp. 1312–1314

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