Cover Image
QR Code

Concept-guided development of ICT use in 'traditional' and 'innovative' primary schools: what types of ICT use do schools develop?

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 typ...

Full description

Published in:Journal of Computer Assisted Learning Vol. 28; no. 5; pp. 454 - 465
Main Authors: de Koster, S., Kuiper, E., Volman, M.
Format: research tables/charts Journal Article
Published: Wiley-Blackwell Oct2012
Online Access:View this record in EBSCOhost
fields @attributes:
  recordID: 1
pdfLink:
plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=104417655&site=ehost-live
header:
  @attributes:
    shortDbName: ccm
    uiTerm: 104417655
    longDbName: CINAHL Complete
    uiTag: AN
  controlInfo:
    bkinfo:
    dissinfo:
    jinfo:
      jid:
        02664909
        6M1
      jtl: Journal of Computer Assisted Learning
      issn: 02664909
      maglogo: Y
    pubinfo:
      dt: Oct2012
      vid: 28
      iid: 5
      pid: 480
      pub: Wiley-Blackwell
      place: Malden, Massachusetts
    artinfo:
      ui:
        104417655
        80025800
        10.1111/j.1365-2729.2011.00452.x
        104417655
      ppf: 454
      ppct: 11
      formats:
      tig:
        atl: Concept-guided development of ICT use in 'traditional' and 'innovative' primary schools: what types of ICT use do schools develop?
      aug:
        au:
          de Koster, S.
          Kuiper, E.
          Volman, M.
        affil: VU University Amsterdam, Amsterdam, The Netherlands
      sug:
        subj:
          Computer-Assisted Instruction Classification
          Teaching Methods
          Learning Environment
          Curriculum Development
          Human
          Netherlands
          Descriptive Statistics
          Case Studies
          Qualitative Studies
          Interviews
          Faculty Attitudes
          Funding Source
      ab: 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.
      pubtype: Academic Journal
      doctype:
        research
        tables/charts
        Journal Article
      ougenre: Article
    language: English
    refInfo:
    holdings:
      @attributes:
        islocal: N