Mutual Support Between Learning Community Development and Technology Integration: Impact on School Practices and Student Achievement

Williams, Leslie A.; Atkinson, Linda Cole; Cate, Jean; O’Hair, Mary John

doi:10.1080/00405840802329219

Cited by 11 publications

(12 citation statements)

References 7 publications

(10 reference statements)

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“…Murthy et al (2015) and Warriem et al (2014) build on this knowledge base with the A2I model (Attain-Align-Integrate). Similarly, the teacher's role in process innovation is analysed via the K20 model (WILLIAMS et al, 2008), the Teaching Development Programme model (TDP) (ALBION et al, 2015), the Concerns-Based Adoption Model (CBAM) (KARMESHU et al, 2013;PEARSON, 2015), and the Technology Acceptance model (ALRESHEED et al, 2015). Regarding the study of the dynamic relationships between learning agents and ICT, Toh 2016, Zagami (2013) and Lin (2011) used the ecological model as a reference point.…”

Section: Models For the Pedagogical Integration Of Information And Comentioning

confidence: 99%

“…The studies reviewed refer to the digital inclusion as a necessary condition for achieving social equity and justice (RANIERI et al, 2009;WILLIAMS et al, 2008). A quality education that is based on key competencies for personal development, social integration and for autonomous creative and innovative work that enables individuals to develop throughout life.…”

Section: Why To Teach?mentioning

confidence: 99%

“…A quality education that is based on key competencies for personal development, social integration and for autonomous creative and innovative work that enables individuals to develop throughout life. (CAMPIÓN et al, 2016;GARCÍA-VALCÁRCEL et al, 2013;KARMESHU et al, 2013;NYAGOWA, 2014;ONWUAGBOKE et al, 2015;PEINADO-MIGUEL et al, 2013;SEGREDO et al, 2017;SILVA et al, 2014;VANDERLINDE;JOHAN, 2011;WILLIAMS et al, 2008).…”

Section: Why To Teach?mentioning

confidence: 99%

“…Nevertheless, there are those who advocate for a flexible curriculum that is adaptable to the interests of students (JIMÉNEZ et al, 2008;KABICHER et al, 2009;PEARSON, 2015;WILLIAMS et al, 2008). Thus promoting a vision that is not limited to the simple acquisition of basic knowledge (writing, reading, arithmetic, art, etc.…”

Section: What To Teach?mentioning

confidence: 99%

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Models for the pedagogical integration of information and communication technologies: a literature review

Sosa

Manzuoli

2019

Ensaio: aval.pol.públ.Educ.

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Education was, is and will continue to be a field full of questions: Why to teach? What to teach? How to teach? What, how and when to evaluate? Moreover, while the same questions persist, answers to them do not. They are dynamic, and they are transformed according to the demands of the family, the company and government policies. To address these considerations, this article aims to present the results of research into the literature of the last two decades on the elements that characterize a pedagogical model and that have been taken into account in explorations with regard to the educational integration of information and communication technologies and to identify gaps for future research. The results show that only 11% of the literature reviewed addresses the four questions listed above and concludes on the need to deepen the factors that affect the success of the changes that are introduced in the school, which seek to generate processes of educational transformation, from a holistic perspective.

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Section: Models For the Pedagogical Integration Of Information And Comentioning

confidence: 99%

Section: Why To Teach?mentioning

confidence: 99%

Section: Why To Teach?mentioning

confidence: 99%

Section: What To Teach?mentioning

confidence: 99%

See 2 more Smart Citations

Models for the pedagogical integration of information and communication technologies: a literature review

Sosa

Manzuoli

2019

Ensaio: aval.pol.públ.Educ.

View full text Add to dashboard Cite

show abstract

“…Technology integration can support and motivate teachers to focus on continuous growth and school improvement (Williams, Atkinson, Cate, & O'Hair, 2008). Factors that influence the success of electronic learning communities include motivation to participate, a sense of group trust, cooperation, sociability, and usability.…”

Section: Components Of Electronic Learning Communitiesmentioning

confidence: 99%

Institutional Factors for Supporting Electronic Learning Communities

Linton

2017

OLJ

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This study was designed to explore how the electronic learning community (eLC) process at an established state virtual high school (SVHS) supported new and veteran online high school teachers through the communities of practice (CoP) framework. Specifically, this study focused on the institutionally-driven nature of the eLC process, using Wenger's CoP framework to analyze institutional factors that influenced the eLC process. Case study methods, including observation, interviews, and document analysis, were used to provide a rich and dynamic analysis of the eLC process in light of what research says about preparation and support for quality online teaching. While the institutionally-driven nature of the eLC process posed some barriers to alignment with the domain and community elements of the CoP framework, case study participants expressed that the eLC process impacted their practice and connected them to colleagues with which they could collaborate and problem solve. The use of strategies such as valuing the work of eLCs, removing barriers, and connecting the eLC process to the organizational strategy served to facilitate alignment with the CoP framework and overcome some of the potential disadvantages of an institutionally-driven eLC process.

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Flagship University Influences on Educational System Change: Kentucky and the Center for Next Generation Leadership

Perry,

Bathon,

Young

2024

Communication and Education

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Mutual Support Between Learning Community Development and Technology Integration: Impact on School Practices and Student Achievement

Cited by 11 publications

References 7 publications

Models for the pedagogical integration of information and communication technologies: a literature review

Models for the pedagogical integration of information and communication technologies: a literature review

Institutional Factors for Supporting Electronic Learning Communities

Flagship University Influences on Educational System Change: Kentucky and the Center for Next Generation Leadership

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