Policy impacts on pedagogical practice and ICT use: an exploration of the results from SITES 2006.
The Second Information Technology in Education Study (SITES) 2006 results reveal that principals' perceived presence of lifelong learning-related pedagogical activities in their schools had changed markedly since the same data was collected in 1998 in SITES-M1. More intriguing was the fact that the...
| Publicado en: | Journal of Computer Assisted Learning Vol. 26; no. 6; pp. 465 - 478 |
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| Autores principales: | , , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
Wiley-Blackwell
Dec2010
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=104813126&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 104813126 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Dec2010 vid: 26 iid: 6 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 104813126 2010863251 10.1111/j.1365-2729.2010.00378.x 104813126 ppf: 465 ppct: 13 formats: tig: atl: Policy impacts on pedagogical practice and ICT use: an exploration of the results from SITES 2006. aug: au: Law, N. Lee, M.W. Chan, A. affil: University of Hong Kong, Pokfulam Road, Hong Kong, China sug: subj: Computers and Computerization Utilization Education In Infancy and Childhood Information Technology Utilization Learning In Infancy and Childhood Students, Elementary Students, Middle School Teachers Teaching Methods In Infancy and Childhood Adolescence Adult Child Conceptual Framework Descriptive Research Descriptive Statistics Exploratory Research Female Funding Source Geographic Factors Human Male Pearson's Correlation Coefficient Questionnaires Secondary Analysis Theory Two-Tailed Test Adolescent: 13-18 years Adult: 19-44 years Child: 6-12 years Female Male ab: The Second Information Technology in Education Study (SITES) 2006 results reveal that principals' perceived presence of lifelong learning-related pedagogical activities in their schools had changed markedly since the same data was collected in 1998 in SITES-M1. More intriguing was the fact that the directions of the changes were quite different depending on the education systems concerned -- many of the Asian countries reported very high increases while some of the European countries reported large drops over the same 8-year period. This paper reports statistical evidence that the observed 'pendulum swing' reflects actual changes in teaching practices in these countries. Exploratory multilevel analyses results consistently show that national means of principals' vision can be used as a system-level indicator predicting national means of pedagogical orientations in schools several years later. These findings also indicate the possibility of the 'pendulum effect' being a consequence of system-level policy differences in the countries participating in the two SITES studies. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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