Integrating Information and Communication Technology in the Classroom:
CJLT Volume 30, Number 2, ISSN 1499-6677 e-ISSN 1499-6677 Publisher: Canadian Network for Innovation in Education
The discourse about information technology is often overlooked by researchers and scholars as a means of understanding the recent process of computerization in education. The research explores this phenomenon through a comparative discourse analysis of primary and secondary school teachers and promoters of ICT integration. The results show that promoters tend to view ICT as a way of transforming education whereas teachers see it only as a means to an end. The former's vision is borrowed from a prospective current of thought, a vision of social changes based on technological advances; the latter's considers only the needs of the students and the practical ways to respond to them. The research shows that teachers are not opposed to ICT integration; they're interested in effective ways to implement learning. The organizational context into which ICT is integrated is also a major impediment when it comes to changing the teacher's practice.
Sasseville, B. & Sasseville, B. (2004). Integrating Information and Communication Technology in the Classroom:. Canadian Journal of Learning and Technology / La revue canadienne de l’apprentissage et de la technologie, 30(2),. Canadian Network for Innovation in Education.
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Using ICT-Based Instructional Technologies to Teach Science: Perspectives from Teachers in Trinidad and Tobago
Rawatee Maharaj-Sharma, Aarti Sharma & Aditi Sharma
Australian Journal of Teacher Education Vol. 42, No. 10 (2017)
Teacher Candidates’ Needs, Expectations of, and Attitudes toward Information and Communication Technologies (ICT) Learning and Integration
Zuochen Zhang & _Dragana Martinovic, The University of Windsor, Canada
Society for Information Technology & Teacher Education International Conference 2008 (Mar 03, 2008) pp. 3427–3434
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