The integration of computer use in education

Akker, Jan van der; Keursten, Paul; Plomp, Tjeerd

doi:10.1016/0883-0355(92)90042-5

Cited by 46 publications

(15 citation statements)

References 21 publications

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“…An important limitation of many educational software programs is that they are poorly attuned to the curriculum or cover only minor parts of the curriculum (van den Akker, Keursten & Plomp, 1992). This makes it not very attractive for teachers to invest their efforts (and budgets) in applying new media in their instruction.…”

Section: Implementation Of Ict: the Central Role Of The Teachermentioning

confidence: 99%

Consequences of ICT for Aims, Contents, Processes, and Environments of Learning

Voogt

2004

Curriculum Landscapes and Trends

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INTRODUCTIONSince the introduction of the use of computers in education in the 1960s, its terminology has continuously evolved. Some contributors to the new field adopted the term computer assisted instruction for a specific approach, either focusing on a type of program or a type of instructional process. Also related terms are being used, such as computer-based instruction, computer-based education and computer assisted learning. Often these terms focus on a broader conceptualization of different kinds of computer use in education. Watson (1994), for instance, used the term computer assisted learning for the whole variety of ways in which the computer is used for learning. The rather confusing terminology is partly due to rapid technological changes. At the introduction of computers in education big mainframe computers were still in use. Computers were conceived as being able to realize programmed instruction and to replace teachers. The latter term -ICT -will be used throughout this chapter. It will start with a reflection on three roles for ICT in the curriculum. There are high expectations about the potential of ICT as a medium -one of the roles -for the enhancement of curriculum processes and environments for learning. Therefore ample attention will be paid to the promises of ICT, at the one hand, and the actual use of ICT in educational practice, on the other hand. At the end of the chapter some reflections will be given on the prospects for the integration of ICT in the curriculum. 217J. van den Akker et al. (eds.), Curriculum Landscapes and Trends,[217][218][219][220][221][222][223][224][225][226][227][228][229][230][231][232][233][234][235][236]

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Section: Implementation Of Ict: the Central Role Of The Teachermentioning

confidence: 99%

Consequences of ICT for Aims, Contents, Processes, and Environments of Learning

Voogt

2004

Curriculum Landscapes and Trends

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“…At the meso-level, it is well known (Fullan, 2001;Van Den Akker, Keursten, & Plomp, 1992) that innovation benefits from leadership and a supportive organizational environment. Hence, innovative practices are likely to be part of an environment in which the school management is in favor of the practice and the practice is supported by the school organization, fits in the curriculum, and is part of the teacher's routine.…”

Section: Framework Of the Studymentioning

confidence: 98%

Contextual factors that sustain innovative pedagogical practice using technology: an international study

Owston

2006

J Educ Change

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Pedagogical innovation-whether involving technology or not-is shaped by a complex interaction of the innovation with contextual factors such as school and school district policy, leadership, cultural norms and values, teacher attitudes and skills, and student characteristics. This study examined school and classroom contexts in which pedagogical innovations employing technology were successfully sustained. Data were obtained from 59 cases drawn from the Second Information Technology in Education Study-Module 2, a project that examined 174 cases of innovative pedagogical practice in schools in 28 countries. An explanatory model of sustainability was derived from a qualitative analysis of the cases using grounded theory techniques. Essential conditions for the sustainability of classroom innovation were teacher and student support of the innovation, teacher perceived value of the innovation, teacher professional development, and principal approval. Contributing factors for sustainability were supportive plans and policies, funding, innovation champions, and internal and external recognition and support.

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“…Gomes (2005) points out that integration of ICTs in education implies the advancement of new pedagogical strategies that teachers could render ineffective. Integration of computers in education by teachers is a complex process and implies learning new roles (Van den Akker et al 1992) that usually generate a resistance in teachers because they have to leave old ones.…”

Section: Attitudinal Barriers Of Teachersmentioning

confidence: 99%

Impact of Information Society Research in the Global South

2015

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The integration of computer use in education

Abstract: There is an increasing

Cited by 46 publications

References 21 publications

Consequences of ICT for Aims, Contents, Processes, and Environments of Learning

Consequences of ICT for Aims, Contents, Processes, and Environments of Learning

Contextual factors that sustain innovative pedagogical practice using technology: an international study

Impact of Information Society Research in the Global South

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