A Review of Pedagogy Related to Information and Communications Technology
ARTICLE
Mary Webb, Margaret Cox
Technology, Pedagogy and Education Volume 13, Number 3, ISSN 1475-939X
Abstract
This article reviews research on pedagogies associated with the use of information and communications technology (ICT) in primary and secondary schools. We propose a framework for examining pedagogical practices based on an analysis of the nature of pedagogy as revealed in the literature. In the light of this framework we discuss empirical evidence of the use of different types of ICT in different subjects and phases of education. We identify pedagogical issues associated with ICT use and their implications for teachers' pedagogical reasoning and practices. The evidence suggests that new affordances provided by ICT-based learning environments require teachers to undertake more complex pedagogical reasoning than before in their planning and teaching that incorporates knowledge of specific affordances and how these relate to their subject-based teaching objectives as well as the knowledge they have always needed to plan for their students' learning. In addition the research shows that teachers' beliefs about the value of ICT for learning and the nature of successful learning environments are important in teachers' pedagogical reasoning. (Contains 2 notes and 1 figure.)
Citation
Webb, M. & Cox, M. (2004). A Review of Pedagogy Related to Information and Communications Technology. Technology, Pedagogy and Education, 13(3), 235-286. Retrieved June 4, 2020 from https://www.learntechlib.org/p/69619/.
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Keywords
- Computer Software
- Computer Uses in Education
- Educational Research
- educational technology
- electronic learning
- Elementary Secondary Education
- information technology
- Instructional Effectiveness
- internet
- Literature Reviews
- Pedagogical Content Knowledge
- teacher attitudes
- teaching methods
- technology integration
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