Under which conditions does ICT have a positive effect on teaching and learning? A Call to Action

Abstract

Abstract'Under which conditions does ICT have a positive effect on teaching and learning?' This was the leading question of the International EDUsummIT in The Hague, the Netherlands. The bases for the discussion were the scholarly findings of the International Handbook of Information Technology in Primary and Secondary Education, a synthesis of research in the field of information and communication technology (ICT) in education. Seventy international policymakers, researchers, and practitioners developed a Call to Action, which summarizes the main action points where policy, research, and leadership need to join forces in order to successfully implement ICT in educational practice. These main action points include a view on the role of ICT in 21st century learning; conditions for realizing the potential of multiple technologies to address individual needs of students; better understanding of the relationship between formal and informal learning; the implications of technology for student assessment; the need for models for leadership and teacher learning to successfully implement technology; the potential of ICT for digital equity; and the development of a list of essential conditions to ensure benefit from ICT investments. In this contribution, we present the Call to Action and synthesize the research on which the Call is based.

Open Assessment of Learning: A Meta-Synthesis

“…However, assessment persists in repeating the same mechanical models that hinder the transition from a summative to a formative type of assessment, changing only the means and tools to technological resources but the nature of learning assessment remains the same (Redecker & Johannessen, 2013;Voogt, Knezek, Cox, Knezek, & ten Brummelhuis, 2013).…”

Perceptions of Teacher Educators Regarding ICT Implementation in Israeli Colleges of Education

“…Hindering factors mentioned in our study were lack of resources, mostly in terms of time, insufficient technological knowledge, skills and competencies, infrastructure deficiencies, and issues regarding institutional policy (e.g., rewarding) -all found in several studies on ICT implementation in education (Black, Smith, & Lamshed, 2009;Govender, 2012;Surry et al, 2002;Voogt, Knezek, Cox, Knezek, & ten Brummelhuis, 2013).…”

The Effect of Computer Technology on Learning in a Multilinguistic Language Class

“…Both learners and parents expect the school to stay updated and to be in line with technological developments outside the school. Voogt et al (2013b) reported that the school's policies may influence the integration of technology and it is imperative that such policies promote the positive integration of technology into lessons. There is clearly a culture of technology in the school as all the staff has introduced the use of technology.…”

“…According to Tondeur et al (2012) and Nelson et al (2009), as well as (Voogt et al, 2013b), a lack of technical skills in and professional development for teachers can hinder the implementation of technology. Digital fluency is necessary to function in today's digital society and the skills learnt with technology integration in the school can be used in later in the working environment (Zhao, 2003, Polly et al, 2010.…”