From ICT coordination to ICT integration: a longitudinal case study...information and communication technologies
This study utilizes a school-improvement perspective to examine the role of curriculum coordination in the integration of information and communication technologies (ICT) into primary schools. The nature and impact of this role is examined in seven primary schools in Australia. These seven schools w...
| Publicado en: | Journal of Computer Assisted Learning Vol. 26; no. 4; pp. 296 - 307 |
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| Autores principales: | , , |
| Formato: | case study research tables/charts Journal Article |
| Publicado: |
Wiley-Blackwell
Aug2010
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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=105092748&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 105092748 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Aug2010 vid: 26 iid: 4 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 105092748 2010726029 10.1111/j.1365-2729.2010.00351.x 105092748 ppf: 296 ppct: 11 formats: tig: atl: From ICT coordination to ICT integration: a longitudinal case study...information and communication technologies aug: au: Tondeur J Cooper M Newhouse C affil: Centre for Schooling and Learning Technologies, Edith Cowan University, Perth, Australia sug: subj: Computer-Assisted Instruction Utilization Curriculum Schools, Elementary Administration Administrative Personnel Adult Analysis of Variance Australia Child Faculty Attitudes Human Interprofessional Relations Interviews Leadership Multivariate Analysis Post Hoc Analysis Professional Role Prospective Studies Questionnaires Teachers Adult: 19-44 years Child: 6-12 years ab: This study utilizes a school-improvement perspective to examine the role of curriculum coordination in the integration of information and communication technologies (ICT) into primary schools. The nature and impact of this role is examined in seven primary schools in Australia. These seven schools were drawn from a longitudinal intervention that provided additional ICT-related resources and personnel to the schools. An instrument, referred to as the Learning Outcomes and Pedagogy Attributes (LOPA) measure, was developed and charted for the seven schools over the 4-year data collection period. The changes in LOPA score over time were then analysed in terms of the conditions at the school with regard to curriculum ICT coordination. The study concludes that the coordinator role and school leadership in general, play critical but varying roles in the complex process of ICT integration into schools. Success appeared to be associated with the support provided for the role, the extent to which the role was connected to school leadership, personal leadership characteristics of those in the role and the strategies employed within the role. pubtype: Academic Journal doctype: case study research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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