The development of ICT across the curriculum in Irish schools: A historical perspective

McGarr, Oliver

doi:10.1111/j.1467-8535.2008.00903.x

Cited by 43 publications

(45 citation statements)

References 20 publications

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“…In terms of the Irish context, a study on the historical development of ICT within Irish Post-Primary schools (McGarr, 2009) highlighted significant trends between ICT initiatives and the resulting ICT use in schools. It was found that despite ICT reform efforts little influence on teachers' practice had occurred.…”

Section: Introductionmentioning

confidence: 99%

A framework for teachers’ integration of ICT into their classroom practice

Donnelly

McGarr

O’Reilly

2011

Computers & Education

Self Cite

156

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Section: Introductionmentioning

confidence: 99%

A framework for teachers’ integration of ICT into their classroom practice

Donnelly

McGarr

O’Reilly

2011

Computers & Education

Self Cite

156

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“…While significant research in this field from McGarr (2009; indicates positive changes in some areas of post-primary education, examining the initiatives evident and policies apparent in the area, McDonagh and McGarr (2012) further indicated that although these changes are a positive move, predominantly the use of ICT lies within "discrete informatics"; subject areas which tend to concentrate mainly on learning about technology rather than learning with it. Furthermore, ICT policy needs to be conscious of the past, with particular emphasis on how national ICT initiatives are mediated within schools and the prevailing ICT culture (McGarr & Kearney, 2011).…”

Section: Irish Contextmentioning

confidence: 99%

Enhancing Literacy Concepts: Digital Natives and Cultural Tools

Magennis¹

2015

UCER-A

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The paper reviews national and international literature on the effects of information and communications technology (ICT) in enhancing the conceptual development of children, and the impact of ICT in classrooms looking in particular at developing literacy skills in 0-3 years old children. Consideration is given to the effectiveness of computers and media equipment when integrated successfully, to enhance the holistic development of the child, while focusing on the area of literacy. This paper addresses the debate over the value and desirability of children in early years using computers; while considering the diversities involved with the use of ICT as opposed to traditional teaching methods in the area of developing concepts of early literacy, communication skills, and involvement. The paper links to a recent masters study which was completed in the area of pre-mathematical concepts, indicating significantly positive correlations for the implementation and use of ICT as a cultural tool to enhance the development of Irelands "digital natives" in preparation for a technologically changing society. The incentive for looking into this subject stems from the realisation that in spite of all the literature available on ICT and media in education, there is no real systematic discussion in the area of early years and pedagogy. This subject refers to what is suggested to be the most influential change in the educational system over the past decade, indicating a changing process which could not only determine the shape of educational systems, but also the nature of future generations and in fact education itself. This lack of discourse is proving detrimental to technologically changing societies and the complete understanding of what exactly is incorporated and involved in the term "integrating ICT and media" as a resource to enhance the early concepts of It is important to note that there is a lack of information and good quality research findings on ICT in educational settings and particularly in the area of early years and literacy development. Furthermore, reports, articles, and Websites claim great benefits derived for children using ICT; however, evidence-based research for such writing is weak and unsupported at times, resulting in a lack of understanding of the benefits and the need for early intervention in this area, if children are to progress and develop into socially competent adults in a world where ICT, media, and technology are becoming part of their daily existence. It is intended that this contribution will help overcome the current phobias which are often associated with ICT and young children, while introducing new ideas of how beneficial this resource could be if implemented in a supporting manner.

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“…Most of the literature concludes that over the last 20 years the use of ICT in K12 schools has not been extensive or successful (Beckman et al 2014;Hodges and Prater 2014;McGarr 2009;Säljö 2010;Voogt et al 2011). In order to drive evidence-based school development and change (Håkansson Lindqvist 2015a), knowledge about what teachers want to know tells researchers what they need to know when designing research on ICT in teaching and learning in school.…”

Section: Implications For the Research Projectmentioning

confidence: 99%

“…Some researchers claim that there is very little evidence to suggest that the use of ICT in school develops the pedagogy or has a positive effect on students' learning experiences (cf. Beckman et al 2014;Ertmer et al 2012;Hew and Cheung 2013;Hodges and Prater 2014;McGarr 2009;Voogt et al 2011). Tondeur et al (2009) argue that in order to understand the use of ICT for teaching and learning, research studies should also include in their design the structural and cultural factors at the different levels of the school as an organisation.…”

Section: Reason 1: Critique Of the Research Conducted In The Fieldmentioning

confidence: 99%

What do upper secondary school teachers want to know from research on the use of ICT and how does this inform a research design?

2017

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This study investigates what teachers taking part in a longitudinal research project on the use of ICT for teaching and learning in three upper secondary schools in Sweden want to learn more about. At the beginning of the project eighty-four teachers were invited to respond to a questionnaire relating to what teachers wanted to learn more about during their participation in a research project, both for themselves, their colleagues and their students. The questionnaire consisted of Likert-scale and openended questions. Sixty teachers responded, thereby yielding a response rate of 71%. In focus in this paper is a qualitative content analysis of the open-ended questions. The analysis revealed six desired areas of learning: (a) technological aspects, (b) how to use ICT for teaching and learning, (c) the Learning Management System (LMS), (d) safety and plagiarism, (e) best practice and (f) collaboration and professional development. The aspects of knowledge addressed in these themes were analysed and discussed in relation to the TPACK model. A conclusion that can be drawn from the analysis is that the teachers inquired different forms of knowledge and that interpretation of 'technological pedagogical content knowledge' only emerged in one of the themes. This study then informed the research design in multiple ways, the two most apparent being a survey of students acknowledging teachers' expressed research interests and the design and implementation of a formative intervention group interview.

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The development of ICT across the curriculum in Irish schools: A historical perspective

Cited by 43 publications

References 20 publications

A framework for teachers’ integration of ICT into their classroom practice

A framework for teachers’ integration of ICT into their classroom practice

Enhancing Literacy Concepts: Digital Natives and Cultural Tools

What do upper secondary school teachers want to know from research on the use of ICT and how does this inform a research design?

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