'You can't not go with the technological flow, can you?' Constructing 'ICT' and 'teaching and learning'...information and communications technology (ICT)
This paper seeks to show how 'policy', 'management' and 'information and communications technology' (ICT) were constructed for schools in England between 2000 and 2003 and to discuss some effects of these constructions on teaching and learning in the institutions involved in the InterActive Educatio...
| Publicado en: | Journal of Computer Assisted Learning Vol. 20; no. 6; pp. 456 - 471 |
|---|---|
| Autores principales: | , , |
| Formato: | tables/charts Journal Article |
| Publicado: |
Wiley-Blackwell
Dec2004
|
| 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=106575846&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 106575846 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Dec2004 vid: 20 iid: 6 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 106575846 106575846 2005031461 10.1111/j.1365-2729.2004.00103.x 106575846 ppf: 456 ppct: 15 formats: tig: atl: 'You can't not go with the technological flow, can you?' Constructing 'ICT' and 'teaching and learning'...information and communications technology (ICT) aug: au: Dale R Robertson S Shortis T affil: Graduate School of Education, University of Bristol, 35 Berkeley Square, Bristol BS8 1JA, UK; r.dale@bristol.ac.uk sug: subj: Communication Methods Information Technology Administration Learning Methods Teaching Methods England Professional Development School Policies ab: This paper seeks to show how 'policy', 'management' and 'information and communications technology' (ICT) were constructed for schools in England between 2000 and 2003 and to discuss some effects of these constructions on teaching and learning in the institutions involved in the InterActive Education Project. It argues that their contribution collectively constituted 'ICT' as a particular kind and form of challenge for schools, and that recognising the nature of this constitution is crucial to understanding the relationship between ICT and teaching and learning. Informed by an abductive methodology, this paper draws on analyses of policy documents and interviews with the head teachers of the educational institutions taking part in the InterActive Education Project to show how the possibilities and opportunities of using ICT were shaped by those constructions. It suggests that the main policy framing ICT in education over the period in question, the National Grid for Learning, had the provision of hardware and infrastructure as its main target, but offered little advice on how they might be used. This constituted the core of the management problem of ICT for schools. The final section of the paper outlines some of the mechanisms through which schools addressed these issues and discusses some possible implications for what counts as 'teaching and learning' with 'ICT'. pubtype: Academic Journal doctype: tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
|---|