Curriculum Focused ICT — the Critical Resource

Munro, Robert

doi:10.1007/978-0-387-35596-2_18

Cited by 2 publications

(2 citation statements)

References 1 publication

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“…This variation in use will clearly affect the possible impact that using an ICT resource may have on students' learning (cf. Munro 2002;Cox and Abbott 2004;Wentling et al 2006) and therefore affect the instruments that need to be used by researchers. Previous research has also shown that different types of ICT resources will have different effects on students' learning, for example, using science simulations to correct students' misconceptions and alternative frameworks (Cox 2000); using data handling software to improve students' abilities to apply binary logic (Cox and Nikolopoulou 1997); and using word-processing in English to reduce punctuation and grammatical mistakes (Barker and Pearce 1995).…”

Section: The Problem About the Different Effects Of Specific Types Ofmentioning

confidence: 99%

Effects of ICT: Do we know what we should know?

Cox

Marshall²

2007

Educ Inf Technol

132

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Many decades after the introduction of ICT into classrooms there are still unanswered questions about the impact of technology in the long and short term on students' learning, and how it has affected simple and complex learning tasks. These are important for (a) forming government policies; (b) directing teacher education programmes: (c) advancing national curricula; (d); designing or reforming classroom implementation and (e) analysing costs and benefits. While a plethora of studies has been conducted on the effects of ICT in education, major policy and methodological problems have precluded an unambiguous answer to such questions as:-"Does the way in which ICT is implemented have a major/minor impact on students' knowledge and understanding?" and "Does the impact affect the surface or deep structure of students' thinking and acting?" To date we have had no large-scale longitudinal studies of ICT's impact in education such as we have in the form of studies of earlier major curriculum development projects. Nor have we had many comprehensive studies of the complex interactions between various types of ICT implementation and the effects of other factors such as school-based interventions, socioeconomic status and school expenditures which have been shown to have a greater impact on education compared with other previous innovations in education. Furthermore we do not know if previous research studies have used research methods that matched learning objectives to instruments/procedures. Many previous studies are vague as to the actual measures used but we can infer that standardized tests were a frequent measure. In other instances, ad hoc analyses, with criteria that may have varied from analyst to analyst and were not "blind" analyses were certainly used to measure "success." All of these limitations and uncertainties and many more point to the need for a thorough, rigorous, and multifaceted approach to analysing the impact of ICT on students' learning. This paper draws on previous research evidence to identify relevant research strategies to address the gaps in our knowledge about ICT and students' learning explained above.

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Section: The Problem About the Different Effects Of Specific Types Ofmentioning

confidence: 99%

Effects of ICT: Do we know what we should know?

Cox

Marshall²

2007

Educ Inf Technol

132

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“…Furthermore, regular uses reported by teachers may mean only a few minutes of use by individual students or extensive use by some and much less by others. This variation in use will clearly affect any impact that an ICT resource may have on student learning (Cox & Abbott, 2004;Munro, 2002;Wentling, Park & Peiper, 2006).…”

Section: Ict Opportunities Learning and Instructionmentioning

confidence: 99%

The Relationship Between Ict Use and Science Knowledge for Czech Students: A Secondary Analysis of Pisa 2006

Kubiatko

Vlčková

2010

Int J of Sci and Math Educ

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The 2006 Programme for International Student Assessment focussed on students' scientific competencies, measured their knowledge and provided questionnaires focussed on different aspects of life. One aspect was students' experience with information and communication technology (ICT). A secondary analysis of variance of the Czech Republic data (N=5,932 students) was conducted using the science knowledge test score and ICT familiarity items. The science knowledge items explored different thematic areas, such as evolution, mousepox, genetics and acid rain. The main result was that students who were connected in some way with ICT achieved better scores on the science knowledge test in comparison with students who were not. Furthermore, students whose ICT activity was connected with the educational process achieved a higher score in comparison with students whose ICT activity was not connected with the educational process.

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Curriculum Focused ICT — the Critical Resource

Cited by 2 publications

References 1 publication

Effects of ICT: Do we know what we should know?

Effects of ICT: Do we know what we should know?

The Relationship Between Ict Use and Science Knowledge for Czech Students: A Secondary Analysis of Pisa 2006

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