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Concept-Guided Development of ICT Use in "Traditional" and "Innovative" Primary Schools: What Types of ICT Use Do Schools Develop?
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Journal of Computer Assisted Learning Volume 28, Number 5, ISSN 1365-2729 Publisher: Wiley

Abstract

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.)

Citation

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. Retrieved July 13, 2020 from .

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