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A framework for teachers’ integration of ICT into their classroom practice
ARTICLE

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Computers & Education Volume 57, Number 2, ISSN 0360-1315 Publisher: Elsevier Ltd

Abstract

When attempting to integrate any Information and Communications Technology (ICT) based resource into Post-Primary Schools (High Schools) many potential barriers must be considered. Importantly, many of these barriers revolve around the individual teacher and hence they are an important starting point in understanding the change process in schools. This work describes attempts to integrate an ICT-based resource (a Virtual Chemistry Laboratory) into some science teachers’ practice within the Irish education system. From these experiences a working framework has been developed to describe teachers’ level of ICT integration into their practice and the factors underpinning this. The framework raises important questions of how teachers may be effectively supported to move between descriptions within the framework. It also highlights the need for change attempts to incorporate mixed strategies for mixed teacher stances on ICT integration.

Citation

Donnelly, D., McGarr, O. & O'Reilly, J. (2011). A framework for teachers’ integration of ICT into their classroom practice. Computers & Education, 57(2), 1469-1483. Elsevier Ltd. Retrieved October 23, 2021 from .

This record was imported from Computers & Education on April 19, 2013. Computers & Education is a publication of Elsevier.

Full text is availabe on Science Direct: http://www.eric.ed.gov/ERICWebPortal/detail?accno=EJ925812

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